The New Yorker recently published an article criticizing the tech industry and certain education systems for treating the integration of artificial intelligence into schools as an inevitable trend, noting that an increasing number of parents, teachers, and cognitive scientists are raising objections. The author draws on personal experience with their child’s education in public elementary and secondary schools in Massachusetts, pointing out that third-grade students received a certificate for "understanding basic concepts of AI" through a game developed by Code.org in collaboration with Amazon Future Engineer—yet the initiative appears more like brand promotion than genuine educational value. Sixth-grade students use Google Chromebooks preloaded with Gemini tools designed for all age groups, which constantly pop up AI-assisted prompts during writing, slide creation, and assignment editing. The article also cites cases from schools in Boston, New York, and Los Angeles using tools such as ChatGPT, Claude, Amira reading bots, and Adobe Express for Education, arguing that AI has entered K-8 education via Chromebooks, Google Classroom, and the entrenched reliance on digital devices established during pandemic-era remote learning. Supporters claim early exposure to AI helps cultivate digital literacy, engineering concepts, and future career readiness, while also saving teachers time on grading and administrative tasks and enabling personalized instruction through adaptive learning. A Google Education executive stated that Gemini aims to place teachers at the center and enhance teaching experiences. Some private educational institutions and White House-related initiatives have even envisioned AI robots or systems taking over teaching functions. The article expresses strong skepticism toward this vision, asserting that the premise of “AI belonging in schools” should not be automatically accepted without robust public debate. It references a 2025 MIT study warning of potential “cognitive atrophy” caused by large language models entering learning environments, emphasizing that AI in education is not inevitable—but rather a policy and pedagogical choice demanding careful reevaluation.
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Original article: toutiao.com/article/1864508171568137/
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