When I spoke with my old teacher in my post on positive outlooks for education, he expressed concern at being replaced by technology. I told him that no technology would be invented that could reproduce the growth he spurs in students until long after his retirement, if ever. Teaching is a social vocation, and technologies for performing even the most simple social jobs are still in their infancy. Teaching is not a simple job, and attempting to remove the human factor from education at this point is likely to do more harm than good.
But what is a mad scientist, if not one who releases upon the world a new technology that turns out to cause more harm than good? Our collective body of fiction is rife with people who think they know more than they do and cause immense suffering as a result. The most famous of these mad scientists, Dr. Victor Frankenstein, reversed the course of death itself, but without considering the ramifications of his actions. The fruit of his life’s labor turned out to be a wretched, ugly creature even its creator could not bring himself to love.
While raising the dead may be a bit of an overstatement in terms of the risks of advancements in education, the allegory of the genius who does not consider the consequences of his actions is an appropriate one. In the theoretical future, an aggressive reductionist approach to education based on the theory that a child’s growth can be fully represented by his or her score on then-available automatic testing technology could become an educational Frankenstein’s monster, causing more problems than it solves.
If we were to measure school performance according only to the results provided by these technologies, and allocate funds accordingly, inevitably the skills and qualities unmeasured by the tests, which even in the near future will not be perfect measures of everything, would lose attention in favor of the ones the tests do measure. Perhaps in the near future we will have the ability to measure skills and qualities like creativity, ability to work well in a group, self-confidence, and civic responsibility, but if we don’t, schools will no longer have incentive to maintain, and will therefore lose, their ability to foster these skills and qualities in our nation’s youth.
I am a strong proponent of technologies in the classroom. I also believe that the more data we can collect on the process and results of education the more we can use to help advance our goal of a well-educated population. The ability to bestow life on a lifeless being is also a scientific advancement that could do wonders for the world, but before we rush ahead, we should consider whether our technologies are ready for the tasks we will be counting on them to perform.