“ AS WE MOVE FORWARD IN A WORLD PERMEATED WITH GENAI, WE NEED TO MAKE SURE THAT WE AREN’T REMOVING THE ELEMENT OF MORAL AND ETHICAL WRESTLING FROM STUDENTS.”
MORAL & ETHICAL WRESTLING When students are young, educators, out of concern and necessity, interpret the world for them in a series of sharp distinctions and rules. As they grow and mature, we pull back the veil from the issues and reveal the ambiguities that lie underneath. As students reach high school, they are ready to grapple with the moral and ethical issues that persist in the real world. As a former history teacher, my classes moved from a black and white thinking of issues like “Slavery is bad” to a more nuanced understanding, grappling with ideas such as “Should reparations for slavery be instituted?” when whole economies are built on slavery. As we move forward in a world permeated with genAI,
where it is integrated with apps and at the top of every new search we engage in, we need to make sure that we aren’t removing the element of moral and ethical wrestling from students. For example, the prompt “Why euthanasia is the best choice for the elderly” in genAI creates four main points with multiple subpoints about why this is the
“right” choice. It does note that it is a highly controversial topic, but when the goal is a good grade, those arguments on the other side, which are given far less space in the generated response, can be easily ignored.
WHAT WE RISK IS TOO GREAT Amara’s Law tells us that at our current point, the predicted changes that genAI is making on education are overestimated. Schools must take this moment to decide what we must cling to as genAI moves forward and gains widespread acceptance in classrooms. The actual product of our schools is not test scores, but our students. If schools cannot produce students who can fail, who exert control over their lives, and who choose to grapple with moral and ethical issues, then the school is failing its students. Schools must thoughtfully and intentionally walk a
line that embraces the reality of genAI as a valid tool while also placing the highest priority on developing students that are highly functioning humans. In recent years, many people have started advocating for limitations on technology and social media. Schools need to grapple with this and take action now because risking the mental health and academic futures of our students is unacceptable. We must produce humans who see and use artificial intelligence as a tool to bend to their benefit, not humans who are needlessly enamored by this shiny new toy.
www.ois.edu.my
Boles, S. (2025, June 24). Why are young people taking fewer risks? Harvard Gazette.
Ratcliffe, S. (Ed.). (2016). Oxford essential quotations (4th ed.). Oxford University Press.
34
Students at Oasis International School
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86
