Many children are increasingly engaging non-personal learning activities, learning to be and are increasingly becoming non-personal when they interact with one another. The learning activities children engage in most schools do not help them to develop or reinforce ideal personal control and growth. Teachers do not structure lessons to help students identify and/or develop their personal skills. Therefore, many students display impersonal attitude and approach when they interact with others. With AI as classroom teachers, students will learn to model AI’s impersonal approach to tasks, and reinforce their impersonal attitude and approach when they interact with others. Specifically, when children learn content, they also learn from teacher’s unintended and unspoken body languages. Children also learn from AI’s unintended and unspoken body languages. Therefore, with AI teachers, students will become increasingly non-personal; they will learn to disregard the needs for cordiality and/or ideal personal relationships with others. Teachers must understand the personal interest phase of thinking activities, and how it affects students’ learning achievements and growths to help them to learn effectively (Dewey, 1934).
AI Teachers
A person normally expects personal responses from another during interactions with others. However, once a child learns to value what it learns from an AI teachers, the child soon learns to model and develop AI habits and acts accordingly. A child who once experienced, believed in and developed impersonal approach and habits would not simply abandon them and seek to adopt a better approach when the habits fail. When application of the impersonal approach fails to produce intended or expected result, a child is more likely to repeat and/or manipulate the habitual approach to see how or what form it must be to produce the intended results. They may become even more non-personal in dealing with others. You often hear, “I am just doing my job;” but with AI teachers, one would not just hear such refrain; but, impersonal approach would dominate the ways humans interact with one another. A students could nicely say “good morning to h/her teacher in one moment and, without conscience, throw a paper ball at the same teacher in the next.
Managing AI Teachers in a Classroom
In many school children are already deprived of educational achievement relevant to their experiences. With AI teachers, children who have been denied proper education would be learning that AI’s non-personal approach is more valuable and worthwhile than the human approach. Therefore, they continue to struggle to catch up with new tasks of the new system, only to find out later that the new systems have not helped to address/resolved their problems; but, instead, their problems have been multiplied or reinforced. They realized that adults do not help them to achieve the results they actually need. Specifically, most children have little or no training that needs an AI’s enhancement. All along, adults fail to provide educational activities relevant to their experiences; they achieve little or not meaningful growth. Then, suddenly, they must engage in learning from AI teachers, from new and usual system. Obviously, they will continue to struggle. Without training human teachers to guide students in how they engage AI teachers, children would mostly engage and learn from a new system without a clear assurance of its impacts or outcomes.
CSCTL Teachers’ Manual, Volumes I and II
Many teachers may learn about what AI does and how, but not how (1) AI generates its activities, and (2) influence children’s personal developments. Therefore, the suggested here is that educators must learn about how AI’s non-personal teaching approach affect children’s personal growth and interest. Teachers must learn about the impersonal phase (and other phases) of thinking to understand how AI influence a child’s growth, and thus to make the right decision about how to utilize AI teachers in classrooms.
The CSCTL Teachers’ Manual, Volumes I and II, a recent book by Dr. Odudukudu provides detailed explanation of the phases of thinking and their functions. This book is on sale at 60% discount (June and July, 2025). Use the following link (Copy and paste the link if it is not highlighted) to receive the discount – https://www.paypal.com/ncp/payment/PT6RLB6PKQKWJ
The book is also available here: https://www.amazon.com/s?k=martin+odudukudu
