@alla15054: هل #الحب شرط لنجاح #الزواج عبد السلام الشويعر #أجر_لي_ولكم

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Wednesday 09 September 2026 11:27:55 GMT

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الكلم الطيب :

معا لدعم المحتوى الديني

2026-09-10 13:11:09

1

أبٰٰا حہٰيٰدر📚 :

جزاك الله خيرا عل نشر العلم بارك الله فيك ما يجوز كتابة اسم الحساب الله اكبر إسم الله جعل لذكر لا تسميته الحسابات

2026-09-09 16:39:35

0

🤲rasln raslan :

جزاكم الله خيرا

2026-09-09 12:01:15

0

نور نور :

2026-09-09 11:53:27

0

نور نور :

2026-09-09 11:53:20

0

نور نور :

2026-09-09 11:53:14

0

زهرة الفردوس 🇪🇷 Eritrean :

🥰🥰🥰

2026-09-10 12:32:43

0

السلف الصالح🇹🇩🇹🇩🇹🇩 :

🥰🥰🥰

2026-09-09 14:59:42

0

المريودي زول حنين :

[مؤثر][مؤثر][مؤثر]

2026-09-11 14:45:51

0

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I’ve resisted speaking out about AI and technology in education for a long time. But lately, I’ve been reading about the direction some AI-driven schools are taking, and… I have an opinion! Before we ask how AI can make children learn faster, I think we need to ask a much more important question: What are we actually trying to optimize for? What makes a successful human being? Or maybe the better question is: What makes a joyful, kind, curious, compassionate human being? Because children are not machines to optimize. Education should be about so much more than academic output, test scores, speed and productivity. Where is kindness? Where is creativity? Where is empathy? Where is cooperation? Where is imagination? Where is learning how to communicate, solve problems with other human beings, navigate conflict, play, wonder, fail, try again and care for the world around us? These aren’t “soft skills.” They are human skills. And particularly in the early years, I believe children need MORE of what makes us human… not less. More books. More play. More nature. More movement. More art. More conversation. More hands-on learning. More teachers. More friendships. More boredom. More imagination. And a whole lot fewer screens. I believe technology can have an incredible place in our world. I use it. I build a company in a world transformed by it. This isn’t about pretending AI doesn’t exist. But childhood is not something we need to make more efficient. For K–5 especially, my stance has become increasingly clear: I don’t want AI at the center of the classroom, and I want dramatically less screen-based learning. Give children the foundations first. Teach them to read deeply. To write. To think. To question. To create. To collaborate. To understand another person’s perspective. To sit with frustration. To solve a problem without immediately asking a machine for the answer. There will be plenty of time to learn how to use AI. There is only one childhood. Maybe the question we should be asking isn’t: “How do we prepare children for an AI-powered world?” Maybe it’s: “What kind of human beings does an AI-powered world desperately need us to raise?” Because that answer should determine how we educate them.

I’ve resisted speaking out about AI and technology in education for a long time. But lately, I’ve been reading about the direction some AI-driven schools are taking, and… I have an opinion! Before we ask how AI can make children learn faster, I think we need to ask a much more important question: What are we actually trying to optimize for? What makes a successful human being? Or maybe the better question is: What makes a joyful, kind, curious, compassionate human being? Because children are not machines to optimize. Education should be about so much more than academic output, test scores, speed and productivity. Where is kindness? Where is creativity? Where is empathy? Where is cooperation? Where is imagination? Where is learning how to communicate, solve problems with other human beings, navigate conflict, play, wonder, fail, try again and care for the world around us? These aren’t “soft skills.” They are human skills. And particularly in the early years, I believe children need MORE of what makes us human… not less. More books. More play. More nature. More movement. More art. More conversation. More hands-on learning. More teachers. More friendships. More boredom. More imagination. And a whole lot fewer screens. I believe technology can have an incredible place in our world. I use it. I build a company in a world transformed by it. This isn’t about pretending AI doesn’t exist. But childhood is not something we need to make more efficient. For K–5 especially, my stance has become increasingly clear: I don’t want AI at the center of the classroom, and I want dramatically less screen-based learning. Give children the foundations first. Teach them to read deeply. To write. To think. To question. To create. To collaborate. To understand another person’s perspective. To sit with frustration. To solve a problem without immediately asking a machine for the answer. There will be plenty of time to learn how to use AI. There is only one childhood. Maybe the question we should be asking isn’t: “How do we prepare children for an AI-powered world?” Maybe it’s: “What kind of human beings does an AI-powered world desperately need us to raise?” Because that answer should determine how we educate them.

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