Collective intelligence is more important than artificial intelligence

debate

This is a discussion post. The post was written by an external contributor, and quality assured by Aftenbladet's debate department. Opinions and analyzes are the author's own.

Linguistically, one might question the term “artificial intelligence” or artificial intelligence. First, the phrase “being artificial” does not have a very positive connotation. I don't think about calling a “fake” friend, or even taking any “fake” vacations. I'm convinced that most of us care more about the “real.”

On the other hand, we can admit that the connection between AI and intelligence does not suggest anything logical either. If I told an employer that my intelligence was fake, I'm not sure they would hire me right away. So there is something about the term “artificial intelligence” that is very disturbing semiotically. It is not impossible to imagine that the term “artificial intelligence” basically talks about something other than intelligence, and that these two terms have been mistakenly linked.

Artificial intelligence is linked to its ability to process a huge amount of data, use powerful analysis tools, and effective methods of organization and classification. This type of intelligence is therefore associated with mechanical, information technology and organizational capabilities that can solve countless challenges. Our human brain does not have this ability, at least not yet.

It has revolutionized the Internet

Humans have always had the intelligence to develop technological solutions that can help solve major challenges. When Gutenberg created the printing press in the 1540s, it was intended to be able to disseminate knowledge and texts to as many people as possible. This radical change disrupted the prevailing norms of the time, but the true democratization of knowledge took time. In the 16th century, the printing press was used primarily to print religious books for a certain elite and the primary goal was to spread mainstream discourse.

But this technological advance achieved by the printing press allowed knowledge to gradually spread and gradually reach more and more people. When the Internet appeared at the end of the 1990s, it completely revolutionized the field of information and communication. We have not yet measured all the consequences. Social media served as a great platform for audiences to organize resistance during the Arab Spring in the 2000s. Today, social media has also become a means for totalitarian regimes to monitor and control people. What makes a technological invention a technological advance is not the invention itself, but the extent to which we humans use it.

Humans have a responsibility to think critically

In this context, we should not be naive; Some inventions may escape us, and some inventions may have irreparable consequences. Atomic research also led to the production of weapons of mass destruction. Hence, artificial intelligence may also lead to undesirable consequences; Recent discussions about plagiarism and cheating are a good example of this. When AI allows us to think better or more efficiently, that is welcome. When it thinks on our behalf and thus takes our place, it becomes problematic, and can even become dangerous.

Technology will not replace human responsibility for critical thinking. Research tells us that critical thinking in education depends on the development of metacognitive abilities. This means, in short, our ability to organize our thinking, and therefore our actions, as well as our ability to converse with others. I believe that democratic societies should not be afraid of artificial intelligence, but rather should be very suspicious of the lack of critical thinking. It is usually a lack of critical thinking that leads people to use technologies to cheat, manipulate, or even destroy.

We must think critically together

It will take time to regulate the use of AI in our education system, but we actually have to think critically about this together. Artificial intelligence must be governed by collective intelligence. It is not forbidden to use a calculator at school, unless the outcome of learning is to learn how to calculate on your own. Allowing or prohibiting the use of AI in education should not be governed by rules out of fear of something, but rather governed by rules because we have an idea to achieve something together.

note: Parts of this text were translated from French to Norwegian with the help of artificial intelligence, but it also needed a great deal of input from real people.