Weaving AI with HI in Education: Helping students leverage their humanity

How do we prepare children to use AI most efficiently today and and in their future work environment? We start with the child. The more the child's inner world is richer, the better they will use prompt engineering. The better HI, the more agency for creative problem solving autonomously and collaboratively.

If the child's inner world is lacking, even AI will not be able to understand what s/he wants from them. With a rich inner world the child will know to be specific in prompting, or to choose the best suited most effective prompt. With HI, Human Intelligence, students will become workers with 21st century skills, supported by a sense of well-being, and ignited to solve world problems.

Yet first we need to teach children to appreciate their human intelligence. What I mean is they need to identify when AI output is not valid, asking themselves: What do we need to explore further? What do we need to elevate?

In my practical teaching inspiration book, Michelangelo in the 21st Century, you are most welcome to find a fact/opinion world trivia game. It is a great example of how to teach children nuances of valid or vague fact while nurturing their inner world.

Here are some examples:

1) Dana pointed her smartphone flashlight at the “eye” of a peacock feather. When she moved the colors seemed to change.

?Fact – The colors of the peacock feathers “eyes” seem to change when we look at them from different angles, as they are not pigment based. They are based on structural coloration. With the peacock feather there are microscopic layers that reflect the light in ways that allow us to see different colors from different angles. Studies of structural coloration could lead to inventions such as a car which is perceived in different colors from different angles.

If possible – bring a peacock feather to class and try it out with the students. Hold the feather and ask a student to point his/her smartphone flashlight at the feather while moving around it.

2) ?The peacock is arrogant.

Opinion – This is an association made by people. The peacock showing its tail does not convey arrogance. It simply uses the tail as a signal for communication. This is about courting colors. The female peacock can tell if the male is healthy or not based on his feathers. The peacock spreads its tail, and she checks if the feathers are symmetrical, colorful and iridescent. This is important, since she wishes to choose the strongest male to father her chicks, so they will have most chances to survive. What’s more, peacock tail feathers can be as long as 150 cm. Growing the tail every year and carrying it takes a lot of energy and places the peacock in danger. Predators might notice it, making escape difficult. The peacock chooses to make things harder on himself to court the female and to convey the message that he is prime, so predators will stay away. This is called the handicap principle. How do we people make things hard on ourselves to convey social messages?

3) A black car heats more in the sun than a white car.

Fact - Every car warms up, including white ones, because light shines through the windows. The light is converted to heat, which gets trapped in the car. This is a kind of a greenhouse effect.? Black cars get warmer since the light is also absorbed by the black metal and converted to heat. This adds to the heat inside the car.

4) If we’d stretch our arm, we could say: At my shoulder – that’s when Earth began. At my elbow – that’s when the dinosaurs lived. After one centimeter of arm: That’s when the dinosaurs disappeared. At our tip of the finger – That’s the time of the caveman. And our nail – that’s our time today.

Opinion – It is true that dinosaurs appeared on Earth after millions of years, and that they have disappeared long before the time of man. But this is still a demonstration. To make it fact we’d have to draw a scientifically based timeline.

If you try these ideas with children, with or without AI, let them play with it. This is going to be an interesting experiment. Arrive together to the final response whether it is fact or opinion.

Before we part, I wish to acknowledge some wonderful connections and ventures:

It was great learning about the work of Eds DAO. Their teacher courses, weaving AI with HI, offer PD credit!

It was wonderful conversing with Bob Heath about interesting perspectives drawn based on years of business strategizing, on how to weave AI with HI for the sake of all children. I believe that the way to establish equal educational opportunities is to identify each child's individual creative potential, and outline and implement a plan to fulfill it. An expanded process on doing so is experienced in my Raising Creative Thinkers workshop. Aren't all children today different? Different is the new normal. So we must teach them AI+HI, knowing their individual creative potential.

I was deeply inspired by Michelle Ament, EdD 's vision and experience in helping educators weave HI with AI. You are most welcome to listen to this round table exploring the issue and providing important tips!

Thank you, Nimrod Ben Noah ?? , it was wonderful visiting the democratic school you lead. I saw and met very happy children and educators. It is a deep childhood experience that grows these students' agency toward collaboration, communication, and creative-problem solving. The children have in their school yard whatever they need to explore natural phenomena. Here in the picture with the goat named Freedom (The other goat is named Timeout :).

When children grow connected to nature, they become motivated to creatively problem-solve sustainability world problems. Learn about the intersection of creativity education, sustainability and AI in Punya Mishra , Danah Henriksen and Rachel Stern's fascinating article. Phillip Alcock 's Luna bot can help you develop sustainability PBL lessons! Check out my students book for creative lesson ideas on sustainability!

I want to thank Galit Zamler for introducing GIFT, Global Innovation Field Trip, to me. Such wonderful children. Galit arranges hackathons, to raise young entrepreneurs. We explored the intersections between the hackathon process and creative problem solving. And would love to collaborate, with me introducing the hackathon's challenge trans-disciplinarily, and exercising the creative problem-solving stages, skills and tips, in preparation for the Hackathon event. Works great on Zoom.

This article's image is totally HI. The "White Peacock" was painted by me. The 5 E's robot logo is the work of the ingenious creative mind of Uri Ron .

To learn more about the 5 E's, for integrating HI into education in AI times, check out Michelangelo in the 21st Century book and (online) lecture.

Tvrtko Noa Pater , whose Dare to Care website offers valuable educational videos to share in class, shared his review of Michelangelo in the 21st Century:

"A compelling and practical look at how to educate students in the age of technology. An interesting deep dive on how education can be so much more than just mere memorization. A practical guide for making topics engaging and geared towards skill building. Truly a joy to read and I look forward to testing out the various ideas with students."

Maybe it all seems complicated. Discover how simple this kind of education is by watching the new video on my website's Books page, and enjoy a glimpse into creativity education as Michelangelo's!

With that I say goodbye, much luck with your creative endeavors. If you wish to learn more about creativity nurturing workshops contact at: [email protected]!

Creatively yours,

Michelle Korenfeld

Raising Creative Thinkers - Books and PD for students' effective creative problem-solving skills at the age of accelerated AI.

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