Going the wrong way (*Hafuch Gutte! Hafuch!) | Yaron Zanvel

Jan 2025 | Translation by Gemini | NotebookLM deepdive podcast | לגרסה בעברית

The Technological Revolution That Failed: Lessons for Education

Approximately two decades ago, I was part of a team assisting a major Israeli bank in developing a novel digital banking system. The core concept was to supplant costly physical branches with a sophisticated call center.

We meticulously developed routines, a user-friendly app, video conferencing capabilities (with real human interaction), and a range of other applications. The bank invested heavily in this project, launching aggressive marketing campaigns, all predicated on the belief that this approach was the linchpin to the bank's growth and cost reduction.

However, within a few years, the bank completely abandoned this futuristic strategy, executing a 180-degree pivot. They reverted to promoting traditional banking services, reinforcing their branch network, and proudly advertising the personalized human connection their clientele enjoyed. This starkly contrasted with other banks that were progressively closing more branches.

The intense technological competition among banks, which had persisted for several years, gradually metamorphosed into a competition centered on the quality of personal human interaction. Banks, which had previously striven to minimize human contact, now emphasized and marketed it as their primary differentiator to attract new customers. One bank even launched a campaign titled "This is My Cell Phone," promoting direct contact with branch managers.

The Technological Revolution in the Education System

The Israeli education system has invested significantly in integrating technology into the classroom, utilizing tools such as presentations, videos, and interactive whiteboards to engage students. Educators have undergone extensive training to enhance their digital literacy. However, despite these endeavors, student achievement levels, as measured by international benchmarks, continue to decline.

Currently, there's a burgeoning movement to integrate artificial intelligence (AI) into education as a panacea. While AI possesses the potential to revolutionize numerous industries, it's crucial to acknowledge the potential downsides, such as the risk of supplanting human educators with machines. Before wholeheartedly embracing AI, we should critically examine the lessons learned from other sectors, such as banking, where overreliance on technology yielded unforeseen consequences.

Haven't We Learned Anything from the Banking Industry?

The banking industry should serve as a cautionary tale. Their experience unequivocally demonstrates that solely focusing on technology, without considering the fundamental needs of customers, is a recipe for failure. Similarly, in the realm of education, we must avoid the trap of believing that AI is a panacea for all our challenges. Instead, we must step back and reassess the fundamental purpose of education.

Connection and Communication

Connection and communication are the cornerstones of effective education. Schools should function as social hubs, nurturing environments for the holistic development of individuals. They should provide ample opportunities for meaningful interactions among students and between students and educators. As Elya Alon, the principal of the Zomer Anthroposophical School, aptly states, schools should be "houses of connection."

Back to the Roots

It's time for education to return to its foundational principles. In our increasingly digitized world, schools should prioritize human connection and emotional intelligence. Educators should minimize the use of technology and instead concentrate on fostering strong relationships and cultivating a supportive learning environment. Every school should endeavor to provide students with several hours each day free from screens, enabling authentic interactions, play, and collaborative learning experiences. By doing so, schools can become spaces where students, parents, and educators flourish together through reflection, active listening, and genuine partnerships.

Is AI Good or Bad for Education?

While AI could potentially revolutionize education and enhance learning outcomes, its impact on society is a cause for serious concern. Unlike the introduction of educational television, AI has the potential to significantly alter the way we interact with one another. By automating numerous tasks and facilitating instant access to information, AI could potentially weaken our ability to communicate effectively, empathize with others, and cultivate robust social bonds. The manner in which we formulate prompts for AI systems, for example, could have a profound impact on our thought processes and communication styles, potentially leading to a more materialistic and exploitative society.

What's the Way Forward?

Educators must actively learn and familiarize themselves with new technological tools, with an emphasis on those that are more reliable and trustworthy (such as NotebookLM, which bases its work on provided sources), to cultivate their technological literacy and leverage these tools to enhance their teaching. Technological tools can undoubtedly deepen, enrich, and diversify teaching methodologies, while simultaneously freeing up educators' time for other essential human activities (for example, instead of summarizing multiple sources for a lesson, they can plan meaningful extracurricular activities).

Regarding students, the integration of artificial intelligence into the educational system should proceed with utmost caution. It should complement, not replace, human interaction, and should be introduced in appropriate doses and at suitable age levels across all schools, not just specialized institutions. Young students in kindergartens and elementary schools should be shielded from excessive exposure to technological tools.

Across all age groups, we should prioritize activities that foster human connection, such as group discussions, collaborative projects, and creative endeavors. In high schools, it is both possible and recommended to explore and learn new tools collectively, while concurrently cultivating the critical thinking and ethical skills necessary to navigate the digital age.


*Hafuch Gutte! Hafuch!"

The title of the article in Hebrew is "Hafuch Gutte! Hafuch!" (The other way Gutte, the other way...) from a memorable scene in the movie Peeping Toms: Metaphorically, the same pulley that Gutte holds represents AI. At will, Gutte (the education system) will lift Altman Jr. (as a representative of all children) into the enlightened society of humans, and at will, he will immerse him up to his neck in the technological 'pit'.
Hafuch Gutte! Hafuch! Peeping Toms (Metzitzim)

Deepdive

I asked NotebookLM to read the article I wrote, and this is the podcast it created inspired by it

Inspiration

School as a Home of Connection, Elia Alon, Open Meeting from shluvim.com