Julián

Is AI the biggest change in education since the printing press? Yes. This weekend, I decided to learn about the life and work of Erving Goffman purely out of personal interest. Goffman was one of the most influential sociologists of the 20th century and a professor at Penn. I had a few free hours after a tough week of travel and work, and thought it might be a good distraction. I asked Claude to prepare a study plan based on my professional background, prior knowledge, and the hours I had available: an introduction to Goffman’s life and work, selections from his best and most influential writings, and an examination of his impact on social theory. The plan was outstanding. A top expert on Goffman would likely have done better. A 90th percentile real professor of sociology would not have, or at least not without serious effort. As I read The Presentation of Self in Everyday Life (complete) and Asylums and Stigma (selections), I could ask Claude for clarification, connections to the wider literature, and links to material I already knew. The Q&A and the exploration of collateral ideas were so good that I ended up spending much more time than I anticipated. Last night I had to force myself to go to bed. Did Claude get everything right? Perhaps not, but neither do I in my own graduate seminars. Even in my areas of top expertise, I often do not answer students’ questions precisely or correctly. One should not compare Claude to the perfect professor but to a real one. And every answer I could verify (I checked many) was at least a solid A-. Am I an expert on Goffman now? Of course not. But I would say I am now familiar with an important thinker at the level a regular master’s course on modern sociological theory would produce in the week it dedicates to him. Doing the same work using Google alone would have taken much longer. I know because I have undertaken similar projects with other thinkers in the past. One had to spend considerably more time before reaching the core of the contribution. I can now imagine someone designing self-learning courses in many fields that are better than what you can get outside the very top universities, at close to zero marginal cost. Where does that leave a normal university? I do not know. But colleagues in departments that want to stop the spread of AI are deluding themselves. This type of technology does not come once a century. It comes once a millennium.

La majoria de professors s’avergonyeixen d’haver d’aprovar alumnes amb aquests nivells de coneixements tan baixos. I que, alerta, surten de 4t d’ESO amb el nivell C1 de català sota l’aixella. Contra això també és la vaga.

Déu n’hi do, quin nivell… i reitero: molts no saben ni parlar en català. Quin èxit de sistema educatiu!

(Tuit largo, Dale a Mostrar Más 🔽) Aparte de lo que comenta la compañera Fátima, esto no es un estudio. Es otra cosa. Es batalla cultural educativa en formato ranking. No hay ningún centro público porque cuando defines "mejor" como selección, recursos y estatus… sucede la magia: los públicos se descartan solos 🙃 A partir de ahí, subo a: Ningún centro que segrega por clase social puede ser "mejor" en términos educativos. Sin justicia social no hay educación: hay reproducción de desigualdades. Friendly reminder: Si puedes pagar por un derecho, ya no es un derecho, es un privilegio. Entonces la pregunta cambia: los mejores centros no serían los que concentran alumnado que ya parte en mejores condiciones, sino los que, por un lado, más mejoran a quienes parten de las peores y, por otro, escolarizan alumnado de todas las condiciones.

Aquest és el nivell del sistema educatiu català. Que a 2n de batxillerat no sàpiguen ni què són els Pirineus és molt greu. I ja per no parlar del pèssim (o inexistent) nivell de català que tenen. Quina vergonya