AI in Education: What Would Socrates Think?
Socrates’ Critique of Technology and Its Relevance to AI
Over 2,000 years ago, Socrates voiced a fear about a new technology—writing. He worried that putting words on paper would lead to “forgetfulness” in the soul, a kind of superficial knowledge that could masquerade as wisdom. Socrates felt that true learning required direct experience and deep mental engagement, not a quick reference to a written page. Today, as AI makes its way into our classrooms, Socrates’ critique of technology feels eerily relevant.
There’s a growing concern that AI might encourage a “show of wisdom without reality”—a superficial grasp of concepts without the deep understanding that comes from engaging with ideas directly. In a world where AI can provide instant answers and automate complex processes, we must be careful that these tools don’t lead pupils to bypass the real intellectual work that etches knowledge “on the soul.” Just as Socrates worried about writing, we must consider how AI impacts the depth of pupils’ learning experiences.
AI’s Potential to Support Both Shallow and Deep Learning
AI can be a double-edged sword in education. It holds the potential to support both shallow and deep learning, depending on how it’s used. On the one hand, AI can provide quick answers, automate tasks, and summarise complex topics. This can be helpful, but it also risks encouraging a surface-level understanding if pupils aren’t encouraged to explore concepts more deeply. Without strong formative assessments and active teacher engagement, AI could lead to a generation of learners who know a lot of facts but haven’t fully grasped the underlying ideas.
But AI doesn’t have to result in shallow learning. With careful use, it can open doors to deeper exploration and understanding. By using AI to facilitate discussions, debates, and active problem-solving, teachers can ensure that pupils engage with material in real-time, fostering genuine intellectual development. The key is in how AI is integrated—whether it becomes a tool for surface knowledge or a pathway to critical thinking and deeper understanding.
Importance of Human Judgement in AI-Assisted Learning
One thing is clear: AI can’t replace the critical human element in learning. While AI can generate responses, suggest insights, and structure information, it ultimately falls to teachers to apply human judgement. Teachers are the arbiters of quality, context, and relevance, ensuring that AI-generated content aligns with educational goals and truly serves pupils’ needs.
Human judgement becomes particularly crucial when evaluating creative tasks. For instance, if a pupil uses AI to write a poem, it’s up to the teacher to decide if that poem “works”—if it meets the criteria of quality and meaning. AI might help facilitate the process, but the final evaluation must be grounded in the teacher’s understanding of context, quality, and the pupil’s growth. It’s a reminder that while AI is a powerful tool, it still relies on the discerning eye of a human educator.
Risks of Disconnect Between Teachers and Pupils
One of the key risks of using AI in the classroom is the potential disconnect it could create between teachers and pupils. If AI becomes a primary conduit of information, teachers may lose touch with where each pupil stands. When AI handles content delivery and assessment without sufficient teacher-pupil interaction, it can become harder for teachers to gauge a pupil’s true understanding, struggles, and progress.
This disconnect could lead to a lack of practical wisdom about each pupil’s journey. If we rely too heavily on AI, we risk losing those formative moments where teachers can observe, guide, and adjust based on real-time interactions. AI might deliver knowledge efficiently, but without teacher insights and formative feedback, pupils may experience shallow learning, missing out on the tailored support that only a human educator can provide.
Educational Purpose: Fostering Knowledge and Ethics
Education isn’t just about imparting knowledge; it’s about fostering well-rounded, ethical, and informed individuals. AI should be seen as a tool to support this broader mission, not as a replacement for the ethical and human components of teaching. At its best, education prepares pupils not only to be knowledgeable but also to think critically about the world and their role within it.
AI can certainly support this mission by offering pupils the tools to learn more efficiently and explore complex topics. However, it’s equally important that pupils learn to use AI responsibly. As we integrate AI into the classroom, we should focus on helping pupils understand both the potential and the limitations of these tools, guiding them to approach AI with ethical awareness. In doing so, we prepare them not just to use technology, but to use it thoughtfully and responsibly.
Need for a Balanced Approach to AI in Education
Ultimately, what’s needed is a balanced approach to AI in education. AI has the potential to be transformative, but it should complement—not replace—the essential human aspects of teaching, such as critical thinking, moral reasoning, and deep engagement with pupils. Classroom interactions, alongside formative assessments, are crucial for understanding pupil progress in a way that’s holistic, taking into account not just academic achievements but emotional and ethical growth.
If Socrates were here today, he might remind us that every technological advance requires careful consideration. Just as he questioned whether writing would diminish humanity’s capacity for memory, we must question how AI might impact education. It’s okay if we don’t have all the answers now. What matters is that we approach AI with both optimism and caution, understanding that while it offers powerful possibilities, it’s up to us to use it in a way that honours the deep, transformative purpose of education.