To make my earlier critique of your argument clearer, some applications of AI might be bad for society, but it does not follow that the tutoring application is also bad for society.
To make my earlier critique of your argument clearer, some applications of AI might be bad for society, but it does not follow that the tutoring application is also bad for society.
A responsible society would make sure that the applications have good results with adults before even thinking about applying it to children
And despite the hype, the jury is still out for how the results are for adults using AI
Nobody has tried to systematically apply AI tutoring for adults. AI tutoring for children is easier because there are more people who understand the domains that need to be taught to children and can evaluate if the children have grasped the concepts appropriately.
It is clear that a personal human tutor can achieve incredible results, and almost everybody who has revolutionized any field you might think of is a product of such a system. Scaling that would be immensely valuable to society.
> AI tutoring for children is easier
We shouldn't do questionable shit just because it's easier
We should do it because of the huge benefits to society. The fact that it is easier than doing something with marginal benefit is why we should do it first.
You have to demonstrate benefits to society before claiming you are providing them
Educational outcomes tank when computers are introduced to classrooms. It absolutely follows that AI as a tutoring application is bad for society.
https://fortune.com/2026/03/14/america-math-and-reading-scor...
> Educational outcomes tank when computers are introduced to classrooms.
Correlation does not necessarily mean causation.
Fair, but when presented with a situation where one side of an argument has evidence and the other has baseless assertions the choice is rather plain.
It does not follow that anything produced by an electronic computational device is bad for children or society. I've personally seen computers teach children barely two years old to read.
Anecdote < Data. Studies consistently show declines in every trackable metric associated with education when computational devices are introduced to the process. Until actual data is presented that contradicts these findings there's no grounds for rational debate.