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radicalceleryjuice t1_j1vdyow wrote

Reply to comment by WeeDingwall in AI and education by lenhoi

Won't prompting simply change? It will still be a garbage in, garbage out situation, no?

That said, I'd be very curious to see any resources about how they expect prompting to evolve. I'm hoping to stay on top of ML services as they evolve.

...but my understanding is that a good understanding of formal logic will help with getting good results, no matter how good the language interpretation becomes. So one of my plans is to put more time into my own formal logic skills. That said, one of the things that blows my mind about chatGPT is the way it will point out false premises in my prompts :)

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Sadalfas t1_j1vnp7h wrote

This is exactly my point. A user will still need to get the data they want from whatever the modern tool is, and it will be a form of "prompt", even as that form evolves. Understanding the best way to use the modern tools was my point (as with the calculator analogy).

It's about teaching the student critical thinking and inventiveness to reduce "garbage in" and increase "gold out".

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radicalceleryjuice t1_j1vqmwp wrote

Ok, totally agreed. The question is: how many teachers really have those skills themselves?

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Sadalfas t1_j1vt7w5 wrote

I think you might be on the right track to focus on formal logic for the most advanced use cases.

Even for the more general population (like in grade school level curricula) teaching effective communication by having the student ask the right questions/prompts, using the results to produce useful follow-up prompts, etc. are skills teachers already have and overlap with what a traditional essay accomplishes.

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