AI and the Route to Mental Flabbiness Norway, a nation renowned for its wealth, democratic governance, and progressive policies, faced an unexpected crisis in its education system. In 2016, the country launched a program providing every child aged 5 and older with an iPad or similar device, aiming to integrate technology into learning. A decade later, the initiative backfired, with alarming consequences for literacy. Reports from the Times of London revealed that nearly 500,000 Norwegians, out of a population of 5.6 million, struggle to read even basic text messages or instructions. In the Pirls (Progress in International Reading Literacy Study), Norway ranked at the bottom among 65 countries in children’s reading enjoyment. Prime Minister Jonas Gahr Store acknowledged the crisis, stating that Norwegian children once ranked among the best readers globally. However, today, 15,000 primary school students graduate without basic reading skills. This decline has prompted a national effort to address the issue, highlighting the unintended consequences of over-reliance on technology in education. Jonah Goldberg, in his article, draws a parallel between Norway’s iPad initiative and the broader impact of artificial intelligence on learning. He warns that the mass adoption of AI, particularly in schools, risks undermining fundamental educational principles. While acknowledging the potential benefits of AI for skilled professionals, Goldberg argues that such tools cannot replace the hands-on, experiential learning critical for developing cognitive abilities. He emphasizes that children learn by doing, a concept that AI disrupts. For instance, riding a bike or solving mathematical problems requires physical engagement and practice, not passive consumption of information.#norway #jonas_gahr_store #pirls #the_dispatch #jonah_goldberg
