速递！上海纽约大学校长童世骏在2024 WLSA全球教育者大会的致辞

上海纽约大学校长童世骏在2024 WLSA全球教育者大会的致辞

上海纽约大学校长在GEC的致辞

上纽大（NYU Shanghai）校长 | 童世骏

（童校长致辞以英文进行，以下为中文译文及英文原文）

尊敬的同仁和朋友们，

欢迎来到上海，欢迎来到纽约大学，欢迎来到上海纽约大学，也就是我们所说的NYU Shanghai！

我之所以同时提到“上海纽约大学”和“NYU Shanghai”，是因为我们这所学府，既是中国华东师范大学和美国纽约大学共同创办的中外合作大学，也是“全球校园体系”NYU的三个校区之一，拥有“一个大学，双重身份”的独特地位。

NYU Shanghai不仅仅是“一个大学，双重身份”，我们还承载着“三大使命”和“四大特色”。所谓“三大使命”，指的是自2012年建校以来，我们既是中国高等教育改革与发展的重要组成部分，也是中美文化交流和人文交流的重要桥梁，更是中国现代化建设前沿地区浦东开发开放的重要组成部分。而“四大特色”，则体现在我们与两所母校的特殊联系上，与纽约大学的紧密联系，使得我们在规模上既精致又宏大，在历史沉淀上既年轻又深厚，在学术要求上既严格又富有包容性，在核心价值观上既多元又统一。

今天，我们聚焦的主题是“领航未来：人工智能与未来教育”。在此，我想分享一些我个人对教育的理解，特别是关于人工智能在教育领域所扮演的角色。教育，本质上是个体在社会化过程中实现个性化的过程，这包括两个层面的互动：一方面是人与人之间的相互影响，另一方面是个体心智与外部世界的互动。AI，尤其是像ChatGPT这样的生成式AI系统，介于主体与外部世界之间，既是“扩展心智”的一部分，又扮演着研究或教学助理的角色，甚至可以是团队中的一员。然而，它们永远无法取代我们作为人类研究者或教师的地位。每次使用ChatGPT时，它都会提醒我们：“ChatGPT也可能犯错。请核实重要信息。”我的个人经验告诉我，只有对某一领域有深刻理解的人，才能有效利用AI。AI无法取代人类的研究与教学，更深层的原因在于，我们人类渴望享受研究、教学和学习的乐趣，这在我看来，是教育中最核心的价值。

本月早些时候，我在贝尔格莱德（Belgrade）的一家被描述为“极具波西米亚风格”的餐厅里，与其他思考者们交流。从某种意义上说，当前的教育状况类似于一个学术界的“军备竞赛”，在这样的竞赛中，如果所有参与者同时减少其巨大的努力（例如，同时降低说话的声音），最终的结果（相互倾听和对话）本可以是相同的。

关于在教育领域运用人工智能，我们正站在一个抉择的十字路口：我们是将人工智能主要视作一种工具，用以实现培养既有健康体魄又有健全心智的个性，以及在社会和职业领域都表现出色的人才的目标？还是将其作为一项手段，帮助我们的年轻一代在未来的生活中尽可能多地赢得竞赛和战斗？如果我们选择了后者，人工智能就会变成我先前所说的学术“军备竞赛”中的新式武器，许多年轻人及其家庭将不得不为了胜利而支付更高的代价。我并不认为我们应该让人工智能成为这场学术“军备竞赛”中的又一件武器。如果真是这样，那么教育中的人工智能就会演变成对抗教育本身的力量。

以上是我的发言，再次向GEC大会致以最美好的祝愿，也祝您在上海的旅程愉快。

谢谢大家。

Dear colleagues and friends,

Welcome to Shanghai, welcome to New York University, and welcome to Shanghai New York University or NYU Shanghai!

The reason I mention my school both as Shanghai New York University and as NYU Shanghai, has something to do with the fact that as a Sino-Foreign Cooperative University sponsored by ECNU of China and NYU of the USA, and as one of the three campuses of NYU as a “global network university”, NYU Shanghai can be described as One university with Two identities.

In addition to One university with two identities, NYU Shanghai is also a university with Three missions and Four features. NYU Shanghai’s “Three missions” refers to fact this school was established in 2012 as an important part of the program of the reform and development of China in higher education, an important project in the framework of Cultural and People-to-People Exchange between China and America with regard to university partnerships, and an important part of the development and opening-up of Pudong as the most advanced area in China’s modernization endeavor. NYU Shanghai’s “Four Features”, moreover, comes from the fact that NYU Shanghai, with its special connection to its two sponsors, especially to NYU, is a school that is both small and big in terms of its size, both young and old in terms of its history, both and “tough-minded” and “soft-hearted” in terms of its academic requirements and supports, and both diversified and unified in terms of its core values as an academic community.

Today’s theme is Navigating the Future: The Impact of AI on Education, so I would like to say a few words about my understanding of education with reference to the role played by AI in education. Education is basically a matter of individualization through socialization in the real world, which in turn means that education basically includes two types of interaction: interaction between different people as agents or subjects, and interaction between the individual minds and the external world surrounding them. AI, particularly in the form of generative AI systems such as ChatGPT, stands a position between a subject and part of the external world. As part of the external world, AI belongs to the category of the so-called “extended mind”, which is, according to the NYU philosopher David Chalmers, no essentially different from google search on personal computer, even abacus, nautical slide rule and notebook. But AI can work more and more like a research or teaching assistant, or even a peer member of a research or teaching team. They can never replace us as human researchers or human teachers. This is so first of all, as each time when we use ChatGPT we are warned, "ChatGPT may also make mistakes. Please verify important information." Based on my personal experiences with generative AI, only those with a solid understanding of a particular field can effectively use AI in that field. AI can never replace us as human researchers or human teachers also, perhaps mainly, because we human beings want to enjoy the pleasure of research, teaching and learning. In education, the pleasure of research, teaching and learning, in my view, is the most important value.

Earlier this month I spent several days in Belgrade; in a restaurant that my host described as “very Bohemia”, I chatted with other philosophers besides me by literally shouting to each other. The current situation of education is, in a sense, like that: it’s an academic “arms race” in which the final result would be the same (listening and speaking to each other) if great efforts are reduced by all participants (lowering voices of speaking) simultaneously.

With regards to AI for education, we are facing a choice between two possibilities: Are we going to use AI mainly as a means for fulfilling our goals of cultivating personalities who are healthy both physically and mentally and talents that are decent both socially and professionally? Or are we going to use AI as a means for helping our youngsters to win as many as possible competitions and battles in their life to come? If the latter would be our choice, AI will become a new weapon in the academic arms race I just mentioned, and many youngsters and their families will pay higher prices in their efforts to win. I do not think we should turn AI into one more weapon in the academic arms race. If so, AI for education would become AI against education.

I have to stop here. My best wishes to the conference again, and have a nice stay in Shanghai.

Thanks for your attention.

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