When AI Knows Everything, What Should Humans Learn? | Kristina Kallas | TEDxUniversity of Tartu

章节 1：人工智能时代学校教育的挑战

📝 本节摘要：

Kristina Kallas回顾担任爱沙尼亚教育与研究部长后，面对学生迅速使用人工智能而展开政策讨论的经历。她指出，教育政策的核心不应只是技术本身，而应关注人工智能对学习、人脑和人类能力的影响，并重新思考下一代需要掌握的能力。

[原文] [Kristina Kallas]: Transcriber: Laila Agha. Reviewer: Asqat Yerkimbay. Thank you for giving me this opportunity. Actually, I'm not going to talk about AI. I'm not. I'm going to talk about humans because when I became a minister now more than three years ago—unbelievable. That's a very long time ago—GPT had been out for five months. It was in November 2022, and I became a minister in April 2023. And my advisor came to me and said, “Dear Minister, I think we need to do something about AI.” And I said, “Okay, what should we do?”

[译文] [Kristina Kallas]: 字幕整理：Laila Agha。审校：Asqat Yerkimbay。感谢大家给我这个机会。其实，我今天不打算谈人工智能，真的不谈。我想谈的是人类。因为三年多前——真难以置信，已经过去这么久了——我就任部长时，GPT已经发布五个月了。那是2022年11月，而我在2023年4月成为部长。我的顾问来对我说：“部长，我觉得我们需要为人工智能做点什么。”我说：“好，那我们该做什么呢？”

[原文] [Kristina Kallas]: And he says, “I'm not sure.” So another two months we started working on different policies that we had to develop. This was our agenda, but AI was not on the agenda when I became a minister. This is something that I didn't think about, but it was there. So two months later, my advisor comes back to me and says, “I think still that we need to do something about AI because students are already using it in schools.” And I said, “Fine, what do we do about it?”

[译文] [Kristina Kallas]: 他说：“我也不确定。”于是，两个月后，我们开始着手制定各种必须推出的政策。这就是我们的议程，但我刚成为部长时，议程里并没有人工智能。这是我当时没有想到的问题，但它已经在那里了。两个月后，我的顾问又来对我说：“我还是觉得我们需要为人工智能做点什么，因为学生已经在学校里使用它了。”我说：“好，那我们该怎么做？”

[原文] [Kristina Kallas]: And he says, “I still don't know.” So what we did was that we went to the smarter people, people who actually knew something about AI. And we had a lot of rounds of meetings and discussions with neuroscientists, with cognitive scientists, with tech companies, with IT people, just to figure out how AI is going to affect education and learning, and what should we as policymakers do about it? And what we came up with was that it's not about technology. We don't have to care about the technology because the technology is part of the other discipline.

[译文] [Kristina Kallas]: 他说：“我还是不知道。”于是，我们去请教那些更聪明、更真正了解人工智能的人。我们与神经科学家、认知科学家、科技公司和IT从业者进行了多轮会谈和讨论，只为弄清楚人工智能将如何影响教育与学习，以及作为政策制定者，我们应该对此做些什么。最后我们得出的结论是：关键不在技术。我们不必过分关注技术本身，因为技术属于另一个专业领域。

[原文] [Kristina Kallas]: As a minister of Education, I have to care about learning—what happens to learning, to the human brain, and to the human capacity to learn—if technology advances to the stage where it was already back then. So my question was then: when AI is here and when AI is so magnificent, then what is something that we have to do in the education system for the humans of the next generation? But it's not a new question, because back in 2017, already OECD, which is an international organization on economic cooperation, did a survey of skills, labor skills, of the workers in the workforce, and they found out that two-thirds of the workforce already at that time had literacy, numeracy, and digital skills lower than the computers at that time.

[译文] [Kristina Kallas]: 作为教育部长，我必须关注学习本身——如果技术发展到当时已经达到的程度，学习会发生什么变化，人脑会受到什么影响，人类的学习能力又会怎样。因此，我当时的问题是：人工智能已经到来，而且如此强大，那么教育系统需要为下一代人做些什么？但这并不是一个新问题。早在2017年，经济合作与发展组织（OECD）就对劳动力的技能进行了调查。他们发现，当时劳动力中已经有三分之二的人，其读写能力、计算能力和数字技能低于当时计算机所具备的水平。