School, the AI ​​against the “formative damage”: thus compensates for the disappearance of the logical and Latin analysis

In Italy, several important observers, through books, essays, articles that were repeated in the newspapers, tried for a time – unfortunately, instead, with the guilty distraction of average national television, and that’s an intrinsic part of the problem – bringing citizens’ concerns to attention Decay progressive quality of the Education of young peopleat all levels, from the first school years to the doctorates of our universities.

But what has Artificial Intelligence got to do with it, and all the technologies associated with it? The answer is that it comes as a complete tool to at least try to reverse the downward trend.

Because the school and the university are no longer a social elevator

Let us begin to trace the causes of the degradation, which over time involved a variety of actors, the result of a superficial cultural attitude, dating from far, more or less from the early 1960s, (Advent of the “Single” Middle School “) and is materialized by a series of policy decisions and appropriate behaviors at school and university, seemingly separated from each other and inspired by even laudable motivations for inclusion (Don Milani at the helm), which, however, when set up, come and bring a real one is right “school damage“, Like the title, for example, of the book by Paolo Mastracola and Luca Ricolfi, serious damage and difficult to repair.

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This is a situation in which individual actions with apparently a positive value purpose, once established, on the contrary bring about an overall negative value result, in any case much lower than the simple sum of the values ​​of the individual actions taken (for example, Single middle school, 3 + 2 scheme at the university) and, what is worse, severe harm precisely to those who come from disadvantaged historical-cultural-environment situations to include them instead of being conceived. In other words, the school and the university that have played an important role in the past of “social liftExactly to compensate for the different starting states of the people, they have lost it and this loss falls mainly on the shoulders of those who, in conditions of “poverty” (in the broad sense) for the benefit of young people from family backgrounds with an advantage already at departure.

The school and then the university, instead of working to close the social fork, have expanded it and – what is even more serious – there is no sign of an inversion of the trend of this precipitation into a progressive cultural abyss that has social . Implications are often disturbing. This is also evident in authoritarian politicians, who now view the school as one hub social, a sort of Parking area apparently ruled by an inspiration of inclusivity, of the presumed democracy, but in reality a predecessor of Discrimination determined to project itself on the long time in the lives of the students and ultimately on the role of Italy in the world.

Who is responsible for the deterioration of the school?

There are at least four types of actors who share in the responsibility:

  • Parents,
  • the professors of school and university (who, not surprisingly, have the company name “University of Studies”: few remember it!),
  • Politician
  • and, in part, the young generations themselves, for various reasons, are unable to respond to the situation as necessary.

How difficult is the disappearance of logical analysis and of Latin

But what does artificial intelligence and the technologies associated with it have to do with school and university degradation and how could it be an instrument to at least try to reverse the trend?

Across the various disciplines, today a common core can be identified as the root of the problem that was posed at the outset: in school, at what would be the right age (typically, sixth grade), the student is no longer helped to learn (as Nietzsche writes about the function of a teacher: he is not called to teach, but to help his students: he said it first in his first lesson as a professor) logical analysis, essential for constructing the mind, of the right associations between concepts and language, to write, read and understand, to argue, to store stored information. The logical analysis of the Italian language was the basis for a long time to learn Latin, the language of predictable logic (Algerian is instead the language of unpredictable logic and knowing that it is a plus of classical high school), with its structure e seng consecutio temporumessential for compiling sentences in a complete, clear and communicable period.

The middle school of the past operates with this method in the Latin in classical high school, it was the way to create in person a method of study, to acquire a wealth of thoughts that found completeness in university study. Logical analyzes of the Italian and Latin languages ​​today are almost non-existent in school, and there is a shortage of them, at university and in society. It certainly does not mean that it is necessary to go back to the Casati and Gentile schools: decades ago, Bertrand Russel saw how this logic system could be replaced by another system, as long as it was from the educational point of view of the equivalent quality. . Russel said for example that instead of learning mathematics according to the deductive approach, the inductive method can be used very well, but at the same time he thinks that it is necessary for one (teacher) to take over the bill and introduce it, that is, he himself was trained and capable of it.

Is artificial intelligence a response to the deterioration of the school?

The problem is there for anyone who is intellectually honest. Good, artificial intelligence could be a useful tool to train teachers who are able to use it precisely to help young students learn logical analysis, to distinguish a predictive complement from the topic of a predictive complement mode: the professor for middle school School or university “Most square” of our time? A negative answer to this question seems reasonable. However, the human species differs from other species precisely by its linguistic ability.

Technologies known as Artificial Intelligence, precisely on an ontological level, could easily introduce a structured methodological knowledge such as that of logical analysis for both the Italian language, and by proposing a methodological scheme perhaps conforming to the construction of thought offered for Century through Latin language, essential for young people. Because that’s exactly what artificial intelligence does and does well, especially in well-known and proceduralized contexts.

A logical analysis is certainly in his hand. It could really “rejuvenate” the school, not for fashion, but because it tries to calm it down a very severe wound open the school itself on a cultural level, also thanks to its greater technological attractiveness compared to the classical method of the book of Vittorio Tantuccia reference point for learning the logical analysis of school children from the past, probably incomprehensible and unappreciative to most of today’s professors and students.


Of course, artificial intelligence may not be the panacea for this huge problem, though a way to start an alternative route able to undermine the problem maybe yes if used wisely.

However, the proactive vigilance of those who write today about the fundamental aspects of artificial intelligence (for example for PNRR) is necessary. They are called upon to make clear what artificial intelligence can actually do effectively and efficiently to help Italy with reasonable time constants and there to guide most of the engagement, rather than debate among themselves or, worse, propose resources to focus on what Artificial Intelligence can not do: the management of the uncertain, the unpredictable, trying impossible comparisons with the evolutionary complexity of the nervous systems of the living, human person in mind, its capacity for emotional and instinctive response that we may not know because it really is. unknown. It is as if the human nervous system understands itself: all this seems to be a malformed problem that risks instead hides all the good that can be obtained from artificial intelligence technologies: starting with the education of young people, today so catastrophic.


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