The Social Responsibility of Computer Science Specialists for the Creative Potential of the Young Generation

In IJAIED 11 (2): "Special Issue on AIED 2010"

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Some negative tendencies of the increasing use of intelligent computer and communications technology at school and in every-day life are analysed. In particular, the hypothesis is put forward that this process may lead to a diminishment of the average creativity of the young generation. The concept of 'Thought-Producing Self' is introduced. The following central idea is discussed: in the twenty-first century, the specialists dealing with distance education (DE) and intelligent tutoring systems (ITS) will realize their social responsibility for the level of creative potential of the young generation, for the realization of Thought-Producing Self of each average young child and, as a consequence, for the state of pre-university education (in particular, pre-school education) as a whole, including school education without computers. A way of realizing the Thought-Producing Self of each average child at the age under nine and, hence, a way of supporting and enhancing the creative potential of the young generation is outlined. The key idea is the early development of children's symbolic information processing abilities, first of all, natural-language-processing skills. The suggested approach has been successfully used for ten years in teaching more than 360 children of the age 4-19. This approach is formed by the theory of dynamic conceptual mappings and the system of emotionalimaginative teaching, realized in Moscow at lessons of language (mainly English and, also, Russian), literature, poetry, and art. Some constructive suggestions concerning DE and ITS are set forth.