The promise of quick and effortless learning has been raising doubts about in education. For the science fiction writer Ted Chiang, the alert of course: A can have “devastating” consequences for the formation of children. According to him, “the great risk is to offer children the illusion of effortless learning.” The educational process, he explains, is by nature challenging: “requires practice, dedication and resilience.”
On the other hand, AI can seduce younger people with immediate solutions, weakening the construction of critical thinking early on. “If we give children the feeling that there is an easy way, we prevent them from learning truly,” he says.
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Chiang also draws attention to other impacts of artificial intelligence: overload of irrelevant information, massive energy consumption to train models and impasses involving intellectual property. For him, although excessive content is not new, AI tends to further amplify this scenario, making it difficult to find what really engages or stimulates reflection.
The author believes that, as in other times, only a portion of the population will be willing to delve into more complex debates. But the challenge of the present is that distractions have never been so abundant and accessible. In this context, artificial intelligence can accelerate a dangerous tendency: outsourcing of cognitive effort.
Its vision is clear: technology may even offer powerful tools, but when used as a shortcut for learning, it becomes an obstacle. “Learning is difficult, and that’s precisely what makes you valuable,” concludes Chiang.
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The other side of the coin
If Chiang’s criticism lights a warning sign, it is also a fact that artificial intelligence has already been positively used in education. AI tools allow you to customize teaching, support students with different learning rhythms, and expand access to knowledge in previously isolated regions. Teachers have benefited from virtual assistants who help prepare classes, correct activities and release time to focus on what matters most: human interaction in class.
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“The point raised by Ted Chiang is important, but we need to look at artificial intelligence also by its transforming potential. Learning requires effort, practice and dedication-it does not change. What I does is open doors for more content, customize trails and make access to more democratic knowledge. The challenge is not to avoid technology, but to use it as an ally to expand learning opportunities and strengthen the critical thinking of students. FRANCE, Director of XP Education.
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For him, the challenge is not in rejecting technology, but in define clear limits and purposes for its use. Instead of replacing children’s cognitive effort, AI can be incorporated as support: assisting in the process, but never offering shortcuts that compromise real learning.
Ted Chiang’s view acts as an important counterpoint in a scenario where AI is often celebrated without caveats. Your message reinforces that innovation and responsibility need to walk together. After all, learning is difficult-and valuable precisely for this-technology must be a tool to enhance this process, not to weaken it.
