from Socrates to artificial intelligence

With artificial intelligence so present in the public debate, questions arise about what makes us human and about the limits of our capabilities. There is precisely something very human in the operation of some artificial intelligence technologies that makes them so attractive: dialogue.

Dialogue is essential and necessary for the development of the mind. Lev S. Vygotsky, pioneer of one of the most influential theories of human psychological development, argued that higher psychological processes develop first in interaction and dialogue with other people. Then they are internalized to be able to control our behavior. According to this, memory, language or thought arise in relationship with others and are later used internally.

need of the other

Among other things, this implies that we need other people to develop our behavior. In the early stages, the family and relatives are providing us with that much-needed interaction. Through the relationship with them, we learn to create and organize our ideas, to designate and think about objects, and to interact with the physical and social world.

Although the form and type of social relationships are changing, interaction and dialogue with other people (teachers, class groups, friends…) will continue to be essential for learning and development throughout life.

In addition, the use of various intellectual tools, from books to artificial intelligence technologies, will also play a mediating role in dialogue with culture, which will allow us to internalize knowledge and skills.

An ancient teaching method

It is no coincidence that dialogue is one of the oldest methods of teaching. In use at least since the time of Socrates, dialogue-based teaching has been around throughout history.

For example, in the 16th century, in one of his well-known essays, Montaigne argued that education must provide a dialogue with many people so that one can think well for oneself. Already in the 20th century, figures such as the Brazilian pedagogue Paulo Freire considered that dialogue is fundamental in education, the main means of knowledge.

productive dialogue

Empirical research in recent decades has shown that dialogue-based teaching is an effective method of learning at different educational stages, for all types of subjects and abilities.

However, it is also commonly pointed out that productive dialogue is not usually generated in educational practice. It is not enough for several people to speak or to ask questions that can be answered with yes, no or one word. For a dialogue to produce learning, it is necessary to ensure that different positions and ways of understanding a problem are compared, argued, elaborated and exemplified, using our own words. So not everything is fine.

Potentials and risks

That artificial intelligence technologies take the form of a dialogue has potential for our capabilities, but also risks. For the dialogue to be beneficial, we should not be left with the text that technology offers us without further ado. We should contrast the information in different sources and elaborate it with our own words. This can be one more source where we document ourselves, not a final product.

To do this, AI technology companies like ChatGPT have to answer many questions. Some of them are common with other digital technologies. First, they must ensure that behind the magic of the machine there are not hours and hours of human labor in harsh conditions and they must be responsible in anticipating consequences and the speed with which they launch the products.

Furthermore, artificial intelligence should not be a black box about which we know almost nothing. It should be transparent about its sources and how it works. Thus, we will be able to better assess their answers and contrast them, and recognize the human intellectual work behind it.

Meanwhile, let’s keep doing what makes us so human: let’s talk. Let’s make sure through a collective conversation that the technologies that are built are the ones we want for our society.

Daniel García Pérez, Professor of Evolutionary and Educational Psychology, Complutense University of Madrid

This article was originally published on The Conversation. Read the original.