인공지능 시대의 새로운 교육패러다임에 대한 연구 = A Study on the New Educational Paradigm of the Age of Artificial Intelligence
It is necessary to recognize that the fourth industrial revolution is a huge inevitable flow of times, and thereby to seek measures for future education to actively lead the flow. In relation to the age of artificial intelligence, this study, to discuss co-existence of human beings and machines and suggest the direction of future education, first tried to find answers for questions ‘What to teach’ and ‘How to teach’in fundamental education of humanity. Second, in order to meet the needs of the age requiring a new educational paradigm, this study also tried to explore personality-centered future education, the core value of education that could survive in the future society.
It is essential to predict the change of the future society in the long-term perspective to effectively cope with the age of artificial intelligence. In addition, a new spirit of the age embracing both human beings and scientific technology is needed. This age refers to the age of new generation, wisdom, and enlightenment, not that of knowledge.
If mankind is to survive in the sustainable future, human beings need to learn through education how to cope with various situations. Future education should provide various types of educational courses. Thus, education needs to enable students to have passion to be interested in diverse areas. Education for survivability will be the most important theme that the present mankind can teach the future generation.
A new educational paradigm is necessary to suggest the direction of future education. With only memorization-centered or problem-solving education, people cannot overpower artificial intelligence such as AlphaGo. It is needed to make an effort to promote fundamental education regarding ‘What to teach’ and ‘How to teach’.
As a new educational paradigm, educational strategies and practical measures are necessary to enhance computational thinking, and it is needed to help students, who will live in the future society, raise creativity of scientific technology and imagination of the humanities. Students need to become talents that can make new values by integrating knowledge based on this creativity and imagination.
Most of all, teachers should decide what lecture they will give and judge if they are preparing sufficient materials for students’ learning. Teachers also need to help students actively participate in class and receive experience-oriented class so that they can feel the joy of learning, escaping from memorization-centered education. Students should be able to be responsible for what they select, decide, and do. Students also need to try to have an ethical mind and personality in such a way that they use their abilities in the positive direction. In other words, future education needs to predict the future so that the age of scientific technology can be the age of prosperity and peace, not disaster or threat. This education should be provided by schools.
What schools need to do in future education is to let students read, feel, and discuss the assets and heritages of mankind, and thus widen and deepen their thoughts. Schools also need to help students think about the dignity of human beings seriously, have proper values, and act appropriately.
In future education needs to let people continuously consider the question‘What human-like things are’and make an effort to be human in the level of human species. That is, future education should aim for ‘education without frames’, not standardized cultivation of talents, and constantly try to induce the unique sensitivity and creativity of human beings.
The meaning of this study is that it grasped the characteristics of the age of artificial intelligence, examined the needs of a new educational paradigm, and thereby suggested the direction of future education that could smoothly follow the proper functions of the age of artificial intelligence, and at the same time, cope with its adverse effects.
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