Routledge AI and Developing Human Intelligence: Future Learning and Educational Innovation

As the relationship between AI machines and humans develops, we ask what it will mean to be an intelligent learner in an emerging, socio-dynamic learningscape. The need for a new global view of intelligence and education is the core discussion of this future-focussed collection of ideas, questions, and activities for learners to explore. This fascinating guide offers activities to understand what needs to be changed in our educations systems and our view of intelligence. As well as exploring AI, HI, the future of learning and caring for all learners, this book addresses fundamental questions such as: How do we educate ourselves for an increasingly uncertain future? What is the purpose of intelligence? How can a curriculum focussing on human curiosity and creativity be created? Who are we and what are we becoming? What will we invent now that AI exists? AI and Developing Human Intelligence will interest you, inform you, and empower your understanding of "intelligence" and where we are going on the next part of our journey in understanding what it is to be human now and tomorrow. Review "To be - or not to be - educated and informed about AI - Artificial Intelligence - this is the question that John Senior and Éva Gyarmathy address in their new book. They provide a short overview of the construct of intelligence- a highly debated term, a much-maligned term and of course a newly relevant term AI. For those who are unfamiliar with AI - this is a good introduction, for those who are already familiar with AI, this is a good refresher and for those who already use AI, this will provide some helpful, useful tips for you, particularly in future use. A good read for a weekend or a supplementary text. We need to be intelligently prepared for what is to come over the next few years!" Michael F. Shaughnessy, Professor of Education, Eastern New Mexico University Portales, New Mexico "The aim of this text is to analyse the challenging relationship between current educational practices and the rapid development of 'machines' that can function 'intelligently'. The writers present a summary time-line of retrospective educational development indicating the slow rate of reform of educational pedagogy in the light of current research that has been presented in the text. The gap is especially emphasized when one analyses typical classroom pedagogy and the rapid development of all forms of information technology. The writers argue that recent developments in information technology provide teachers with the means of developing personalised, independent learning: however, this opportunity needs teachers who are trained in the pedagogy of personalised learning together with use of current technical support. Also, teachers need to be aware of the varied forms of intelligence and the acceptance that current technical change is rapid, and hence classroom practice needs to accommodate these changes. I recommend that teacher-trainers should be first to respond to this challenge!" Belle Wallace, MEd, MPhil, FRSA "I highly recommend it. The book is intriguing, multi-layer, a combination of various ideas, scientific disciplines, opinions, beliefs, even traditions. It is refreshing to read a book about intelligence that offers a new point of view, a book that does not cite endless former works that are citing those of their own teachers, mentors, university colleagues. In this book there is an extensive use of comparatively new words, which are, in fact, presenting concepts and ideas which might seem new to many educators and counselors, but they are an integral part of life for many, maybe even the majority of gifted children in developed countries. In this work, unlike as is in so many other works about gifted children, it is obvious, right from the beginning, that the authors "know what they are talking about", namely, they are familiar with issues that many gifted children, even very young, are interest