From the Principal

A senior interstate Catholic system leader recently wrote that ‘teachers and school leaders should resist outsourcing their understanding of humanity to the technology sector’. The argument was not one against AI itself, recognising that AI has the potential to reshape education in important and beneficial ways, but for me was a reminder of the old saying ‘the tail wagging the dog’.

Interestingly, it was two years ago now that I wrote in a previous Newsletter about the implications of AI in education. At the time, I referred to Pope Francis’ insistence that artificial intelligence must be seen primarily as a human and not merely a technological innovation and, as such, the ‘wisdom of the heart’ must be part of the discernment of its true value. Human intelligence is of course far more than the collection and correlation of data and the solving of technical problems.

Increasingly, the current AI movement in education seems to reduce education to efficiency, optimisation and the transfer of information from one mind to another, misunderstanding the importance of human encounter. As we know, some of the deepest forms of growth are not frictionless, on the contrary, they come from struggle, and encounter with difference. I am reminded of the old adage and importance of ‘failing forward’. 

Given that artificial intelligence is such a large step in the growth of human technology, similarly, significant growth in our ability to ‘listen with the ear of the heart’ will be required to truly benefit from advancements in the same intelligence. 

So much has happened with the rapid growth and development of AI since that time two years ago of course, but the key attitudes and values needed to prepare our students for what is constantly changing remains. This is particularly the case today, given the even more evident fusion of technologies that is blurring the lines between physical, digital and biological spheres. There is an increasing need for an associated growth in ‘humanity’ given the risk of societal inequality is very real. 

Considering all of this, it remains imperative that our students continue to develop as critical thinkers, creatives, communicators and collaborators. Equally important is that our students do so well-informed by our College values and search for Justice, thereby compelling their advocacy for equality, their need to listen to the voices of the marginalised and their active work towards dismantling structures that perpetuate discrimination and disadvantage. 

As an Ignatian College, then, perhaps we are particularly well placed for further advancements in technology, given our Ignatian education at its core is truly human and it is through this lens that we will carefully select and utilise the most appropriate technologies to strengthen our students’ understanding of humanity.

Daniel Mahon

Principal