Against the Commodification of Education — if harms then not AI

Abstract

The release of OpenAI's ChatGPT sent shockwaves through the education sector, sparking both excitement and concern. While some hail it as a breakthrough innovation, others sound an alarm. This dichotomy raises critical questions about the future of education, its impact on students, and the implications for the teaching profession. Key concerns revolve around preserving academic integrity, evaluating learning, and ensuring the quality of information provided by generative AI-based systems. Furthermore, the fact that these systems are developed using human content without permission, including copyrighted works, prompts questions about the respect for intellectual property rights and the exploitation of the common good and humans for private interests. The integration of AI-driven tools into educational settings ought to raise red flags about the influence of tech corporations, which have close ties with educational institutions. We contend that the adoption of AI in education, especially generative AI, is not inevitable. On the contrary, an urgent change of direction is essential. This critical reflection is intended as a call to action: rather than rushing to integrate AI tools into educational systems, we must first carefully consider their shortcomings, their ethical, environmental, legal, and technological issues, and the harms at hand. By prioritizing the needs of learners, educators, and communities, we ensure that education remains a public good, not a commodity to be exploited for profit. Not using AI in education becomes an act of resistance that reasserts the primacy of human values and critical thinking in the learning process, as we explain in this piece.