Tag Archives: Socratic Method

Content Free Learning (in a world of AI)

Leave a reply

Yesterday, when I took a look at how it’s easier to make school work Google proof than it is to make school work AI proof, I said:

How do we bolster creativity and productivity with AND without the use of Artificial Intelligence?

This got me thinking about using AI effectively, and that led me to thinking about ‘content free’ learning. Before I go further, I’d like to define that term. By ‘content free’ I do NOT mean that there is no content. Rather, what I mean is learning regardless of content. That is to say, it doesn’t matter if it’s Math, English, Social Studies, Science, or any other subject, the learning is the same (or at least similar). So keeping with the Artificial Intelligence theme, here are some questions we can ask to promote creativity and productivity in any AI infused classroom or lesson:

“What questions should we ask ourselves before we ask AI?”
“What’s a better question to ask the AI?”
“How would you improve on this response?”
“What would your prompt be to create an image for this story?”
“How could we get to a more desired response faster?”
“What biases do you notice?”
“Who is our audience, and how do we let the AI know this?”
“How do we make these results more engaging for the audience?”
“If you had to argue against this AI, what are 3 points you or your partner would start with?”

In a Math class, solving a word problem, you could ask AI, “What are the ‘knowns and unknowns’ in the question?”

In a Social Studies class, looking at a historical event, you could ask AI, “What else was happening in the world during this event?” Or you could have it create narratives from different perspectives, before having a debate from the different perspectives.

In each of these cases, there can be discussion about the AI responses which are what students are developing and thinking about… and learning about. The subject matter can be vastly different but the students are asked to think metacognitively about the questions and tasks you give AI, or to do the same with the results an AI produces.

A great example of this is the Foundations of Inquiry courses we offer at Inquiry Hub. Student do projects on any topics of interest, and they are assessed on their learning regardless of the content.  See the chart of Curricular Competencies and Content in the course description. As described in the Goals and Rationale:

At its heart inquiry is a process of metacognition. The purpose of this course is to bring this metacognition to the forefront AS the learning and have students demonstrate their ability to identify the various forms of inquiry – across domains and disciplines and the stages of inquiry as they move through them, experience failure and stuckness at each level. Foundations of Inquiry 10 recognizes that competence in an area of study requires factual knowledge organized around conceptual frameworks to facilitate knowledge retrieval and application. Classroom activities are designed to develop understanding through in-depth study both within and outside the required curriculum.

This delves into the idea of learning and failure, which I’ve spoke a lot about before.In each of the examples above, we are asking students challenging questions. We are asking them to critically think about what we are asking AI; to think about how we can improve on AI responses; or, to think about how to use AI responses as a launching point to new questions and directions. The use of AI isn’t to ‘get to’ the answer but rather to get to a challenging place to stump students and force them to think critically about the questions and responses they get from AI.

And sometimes the activity will be too easy, other times too hard, but even those become learning opportunities… content free learning opportunities.

Coffee after class

It was second semester of my first year at the University of Guelph. I had a night class on Wednesday’s from 6-9pm. Now, decades later, I have no idea what the class was about, yet taking that class had a profound impact on my thinking.

Another student taking the class with me was Brian, an older, round-faced, bearded gentleman in his mid 30’s whom I knew from a class the previous semester. We sat near each other in the first class and afterwards he asked me, and one other student that I didn’t know, James, if we wanted to go for a coffee. James, was a moustache-less but goateed, hip-looking young man who was probably no more than a year older than me, but he made me look young next to him. He said he was meeting his girlfriend, and could she join us?

Upon leaving the the class, James’ girlfriend, Lara, approached us and he introduced us. Lara was just as hip looking as James. She had short-cropped hair with coloured highlights, and a nose ring. Or maybe it was James that had the nose ring, my memory is a little hazy, this was 32 years ago. (I’m not even 100% sure I have the names right, but these will do,)

And so it began, 10 weeks of the four of us meeting for coffee, creating some unforgettable memories after sitting through a class that was completely forgettable. While we talked about life, the universe, and everything, the conversation always seemed to gravitate to religion.

To give a little personal background, I grew up in a Jewish family, but we were not religious and my dad’s views were both secular and esoteric. What little faith I had was rocked by Charlton Heston in the Ten Commandments. I saw this movie shortly after moving to Canada, not yet a teenager.

The part of the movie that most impacted me was the scene that sets the stage for Passover, the only Jewish celebration we did with our grandparents.

To borrow from Wikipedia on Passover:

In the Book of Exodus, God helped the Israelites escape from slavery in ancient Egypt by inflicting ten plagues upon the Egyptians before the Pharaoh would release the Israelite slaves. The last of the plagues was the death of the Egyptian first-born. The Israelites were instructed to mark the doorposts of their homes with the blood of a slaughtered spring lamb. Upon seeing this, the spirit of the Lord knew to pass over the first-born in these homes, hence the English name of the holiday.

In the movie, a fog passes through the city bringing the plague that would kill the first born of the Egyptians and non-believers. You could hear the screams of Egyptian parents as their oldest children died.

Even at this young age, I remember thinking of this from the perspective of an Egyptian parent; A parent that did not wrong anyone, a parent who led a good life, in a loving family. I remember thinking, “What kind of cruel God would do this?” I could understand a God punishing the slave owners, but this was too much. It was vindictive, it was indiscriminate, and it was cruel. I thought, “I can not believe in such a vengeful God”.

The other three that met for coffee after class came from completely different religious standpoints. James was atheist. He had a Christian background, but his stance on religion was as indiscriminately hatefully as the Passover plague was to the Egyptians. Lara was Catholic, and while not fully devout, she held Christian values and principles. Her resolve in believing in God was as strong as her boyfriend’s atheism. Brian was… different.

Like the other three of us, this was Brian’s first year at university, despite being close to double our age. He joined the conversation not just with almost a lifetime’s more of life experience, but with life experiences that were rather unique. He was well travelled, articulate, and wise, but it was his unique religious background that made him quite an anomaly. Brian has been a “Hare Krishna devotee for 14 and a half years”. Looking back, it seems odd that he described his time with them that way. Why mention the 1/2 year?

Early on he was defensive about his time with this group. “People say that the Hare Krishnas drug their devotees… well I was head chef of our group for 9 years and I can tell you that not only are there no drugs, but they ate extremely healthy meals all the time.” As the weeks passed, he began to realize that we were just curious and not being judgemental when asking about his experiences in this faith. He shared a lot about them, but would never divulge what it was that made him leave.

Our conversations would routinely last until the coffee shop closed at 11. Sometimes we would stand outside for another 15-20 minutes conversing before we found a good place to stop. I remember a night where ‘James the Atheist’ became ‘James the Agnostic’. A week later, he was atheist again. I remember a ‘ladder and pyramid’ analogy for religions that Brian shared, that still influences my thoughts on religion today.

I remember having my thoughts and perspectives completely flipped, and also watching as my words would do the same to others. We used the Socratic method of asking questions to stimulate both argument and agreement. We got loud, but never angry. We learned from each other and honed our abilities to argue for the sake of good discourse.

I don’t remember seeing James or Lara after that. Brian didn’t come back to Guelph the next year. He went to India and was doing some charity work. I know this because he wrote a letter to update me. I have that letter in a box somewhere in my garage. I don’t remember any of the contents of the letter now, but I kept it because it was insightful, just like our conversations were.

If it was an era of smartphones and Facebook, I’m sure I would have kept in touch with Brian. He brought the four of us together. We taught each other. We challenged each other. We had one of the best ‘classes’ that I had at university. Four friends in a coffee shop.