Education Week - June 19, 2024 - 19

Teachers Aren't
'Silicon Valley's Lackeys'
Our job should be
to question whether
generative AI serves
our students' humanity
By Jack Bouchard
I
very proudly teach a useless subject at a high
school in the South Bronx: English. Please
do not argue that English is useful because
it develops communication skills, which
employers are known to value. If I wanted
to teach employable writing, I would coach
students in writing grant proposals and emails,
not short stories or memoirs. When a child, frustrated at
the opacity of a Toni Morrison novel, wants to know when
she will ever use this, I reply, " You might never! And that's
OK, because you're a human being and you have more
important things to be than just useful. "
As educators respond to the rise of artificial intelligence,
we seem to be forgetting how important the useless parts of
being human are. We are fixated instead on the utilitarian
aspects of education, particularly on forming students
to thrive in an AI-augmented workplace. I was recently
forwarded a unit plan on ethical AI use that proclaimed,
" Students who are well-versed in AI tools ... will be better
equipped to thrive in the workforce of the future. " I
wondered if the unit author gave any thought to how or if
these machines could help students be good humans. It
seems we are stumbling over ourselves to prepare children
for a world shaped by Silicon Valley's inventions, when our
first duty is to support students' human development.
It's fine to worry about what skills help students make
a living. But life is about more than just work. We are all
seeking to know the truth about the world and ourselves.
We wrestle with questions about living well, coping with
loss, and our very identities. These parts of living raise
questions that linger with us when we can't sleep, after
the workday is over. It's an educator's job, in all subjects,
to help students develop these parts of themselves.
Sometimes, the humanizing power of education
becomes evident in students who do everything they
can to avoid the classroom. One young man comes to
mind who was in the hallway more often than in class.
The first time I told the class to write a memoir about
something that mattered to them, he put his head down.
That gesture suggested to me that he was uncomfortable
choosing his own subject.
When we conferenced later, he revealed some things
about himself: He loved boxing and felt that it channeled
his anger in a positive direction. Together, we asked some
questions to build his memoir. Did he know where his
anger came from? Could he think of moments when it
controlled him or when he could control it? When did
he see that boxing was changing him? Writing a memoir
invited him to examine his life.
I imagine few of my students will make a living
as professional writers, much like math and science
students are unlikely to become mathematicians or
scientists. Writing, however, gave this student a chance
to meet himself. That experience won't help him on the
job, not directly anyway, but that's OK. The working
world is designed to create profit, not cultivate the mind
and spirit. We should be nurturing students' growing
selves before they need to start paying rent.
We must remember that tech companies want
different things for our children from what we do.
Social media companies primarily think of our kids as
consumers. To them, they're more valuable as eyeballs
focused on a screen, wrapped up in distraction; they're
more valuable if they scroll forever and never pause
to look within. In a telling moment a few years ago, a
whistleblower revealed that Meta had conducted an
internal study that revealed their products had a negative
impact on teen mental health, particularly in young
women who spent a lot of time on Instagram. A lawsuit
alleges Meta ignored the study. When it was made public,
Mark Zuckerberg minimized the results, even as many
studies on the topic replicated them. I'd argue that,
to Meta and many other social media companies, the
revenue that teenagers bring in was more important than
their well-being.
Research reflects that the rise in smartphone and
social media use has correlated with the severe decline in
teen mental health in the last two decades. That rise also
displaced time spent reading. Many things that teachers
attempt to build up in young people the tech companies
could destabilize for the sake of profit.
Generative AI will not have the same effect on young
people as smartphones and social media. Generative AI
instead will change our sense of what it means to create.
Chatbot peddlers are eager for people to agree that their
inventions can make creative work more efficient-
because their companies will profit that way. Creation,
however, is central to what we educators ask students
to do. Their stumbling efforts at creating content,
whether that's in a memoir or a lab report, are their first
steps to being mature human beings who seek to know
themselves and their world. Educators should not be
asking, " How can our students learn to be employable in
an AI world? " We might ask that question if we were tech
workers, but we aren't. We should be asking if this new
sense of " creation " is one that serves our students.
Teachers and schools are not Silicon Valley's lackeys.
Our job should be to question whether generative AI
serves our students' humanity. If we think the answer
is no, then we should say no to the technology. Let's put
concerns about competing in the workforce aside. For
now, the idea that generative AI will reshape the world is
marketing, not a certainty.
If our students really do have to inhabit a world shaped
by these machines, they won't just need to work in an AI
world. They will need to understand themselves and seek
the truth in an AI world. That is a tougher task.
BOUCHARD has taught high school English for four
years in New York City. He currently teaches at H.E.R.O.
High School, a public high school in the Bronx.
EDUCATION WEEK | June 19, 2024 | www.edweek.org/opinion | 19
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Education Week - June 19, 2024

Table of Contents for the Digital Edition of Education Week - June 19, 2024

Education Week - June 19, 2024
Briefly Stated
How Teachers Build Confidence To Motivate Middle Schoolers in STEM
What the Research Says
Should Voters Decide What Schools Teach?
What Does It Mean for Teachers To Dress ‘Professionally’?
‘Politics Does Not Belong In Education,’ Says a Departing State Schools Chief
What Is Restorative Justice, And How Can It Be Implemented In Schools?
The AI Tools for Teachers Are Getting More Robust. Here’s How
What Is Title IX? Schools, Sports, And Sex Discrimination
Teachers Aren’t ‘Silicon Valley’s Lackeys’
AI Do’s and Don’ts for Teachers
EdWeek Top School Jobs
My Life as a Substitute Teacher In Suburbia: Chaos and Cruelty
Education Week - June 19, 2024 - Education Week - June 19, 2024
Education Week - June 19, 2024 - 2
Education Week - June 19, 2024 - Briefly Stated
Education Week - June 19, 2024 - 4
Education Week - June 19, 2024 - 5
Education Week - June 19, 2024 - How Teachers Build Confidence To Motivate Middle Schoolers in STEM
Education Week - June 19, 2024 - What the Research Says
Education Week - June 19, 2024 - Should Voters Decide What Schools Teach?
Education Week - June 19, 2024 - What Does It Mean for Teachers To Dress ‘Professionally’?
Education Week - June 19, 2024 - ‘Politics Does Not Belong In Education,’ Says a Departing State Schools Chief
Education Week - June 19, 2024 - 11
Education Week - June 19, 2024 - What Is Restorative Justice, And How Can It Be Implemented In Schools?
Education Week - June 19, 2024 - 13
Education Week - June 19, 2024 - 14
Education Week - June 19, 2024 - The AI Tools for Teachers Are Getting More Robust. Here’s How
Education Week - June 19, 2024 - What Is Title IX? Schools, Sports, And Sex Discrimination
Education Week - June 19, 2024 - 17
Education Week - June 19, 2024 - 18
Education Week - June 19, 2024 - Teachers Aren’t ‘Silicon Valley’s Lackeys’
Education Week - June 19, 2024 - AI Do’s and Don’ts for Teachers
Education Week - June 19, 2024 - 21
Education Week - June 19, 2024 - EdWeek Top School Jobs
Education Week - June 19, 2024 - 23
Education Week - June 19, 2024 - My Life as a Substitute Teacher In Suburbia: Chaos and Cruelty
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