Historical Context and the Calculator Precedent
In 1979, the United Kingdom government commissioned a report from Wilfred Cockcroft, a mathematics lecturer at the University of Hull, to address systemic failures in classroom instruction. The report gained fame for its pragmatic approach toward the pocket calculator, a device many educators feared would render basic arithmetic skills obsolete. Critics of the era predicted the device would create a generation of dependent students, incapable of mental math.
Cockcroft rejected this narrative. He argued for a system that integrated the technology into the classroom environment. He believed students should be trained to perform calculations with and without mechanical assistance, effectively treating the device as a tool rather than a crutch. This historical snapshot serves as a central anchor for Daniel Susskind’s new book, "What Should My Children Do?"
The Shift to Artificial Intelligence
Susskind, an economist at King’s College London and a researcher at the Oxford Institute for Ethics in AI, positions himself as the modern successor to Cockcroft. He observes that while the calculators of the 1970s seemed threatening, their impact pales in comparison to the current wave of artificial intelligence. The current anxiety mirrors the past, yet the scale of the disruption is distinct.
Susskind argues that we are rapidly approaching a reality defined by artificial general intelligence. Systems capable of outperforming humans in nearly every economically valuable task are no longer theoretical. He posits that the primary challenge for parents and teachers is not resisting this change, but actively shaping how these systems coexist with human learning. He warns that attempts to "future-proof" education by teaching specific skills, such as coding, are often misguided because AI capabilities evolve faster than curricula.
A New Framework for Education
Instead of prioritizing static technical skills, Susskind proposes a radical rethinking of the classroom. He envisions a model where AI acts as a sophisticated assistant tutor, allowing human educators to move away from the traditional model of addressing a classroom of 30 students as a singular block. This approach facilitates personalized learning, adapting to the specific needs of individual children.
He also addresses the concerns of professionals. He suggests that those in white-collar roles should treat AI as a way to bypass repetitive, low-value work, allowing them to focus on honing their craft much earlier in their careers. Careerists in middle age, he cautions, must abandon the illusion that their roles are safe from change. He urges them to rethink the core problems they solve in their professions rather than hiding behind inherited practices that AI can replicate.
The Broader Implications for the Future
Susskind acknowledges that his work does not resolve every ethical concern regarding the development of AI. He largely sidesteps questions about the environmental impact of large-scale models and the questionable business practices of leading industry figures. Critics might argue this focus on pedagogical optimism ignores the deeper systemic risks posed by the entities developing these technologies.
Still, the book remains a grounded call to action. It forces a departure from the reactionary panic that defines much of the contemporary debate. By suggesting that we treat AI as an inescapable tide, Susskind forces educators and policymakers to focus on how we adapt our teaching methods. The ultimate goal is not to preserve the status quo, but to ensure that the next generation possesses the agency to thrive in an era where AI is a constant presence in the professional and personal spheres.