Skip to main content

Student-Centered, AI-Enhanced Manifesto

I am working on an update to my post about how Our Education System is Broken. This is a second draft of a manifesto that outlines what we could do to fix it.

Update note: This document, titled 'Education Reimagined,' is intended to lay down the foundational principles that will frame a larger and evolving discussion about the future of education. While the term 'manifesto' has been used to describe it, reflecting its true dictionary definition as a declaration of intentions, it is recognized that this word may be seen as provocative to some readers. Please know that the intent here is not to provoke but to inspire and engage in meaningful dialogue. If the term 'manifesto' is a barrier, you may choose to view this as a 'statement of underlying principles' that seeks to bring together diverse perspectives in shaping an education system that respects and nurtures the individuality and potential of every learner.

Education Reimagined: A Student-Centered, AI-Enhanced Manifesto

  1. Inherent Worth and Dignity: Every student has inherent worth, and our reimagined education system will uphold this principle, embracing individuality and diversity (Rogers, 1980).
  2. AI-Driven Personalized Learning: Utilizing AI technology, students will receive individual one-on-one learning plans. These plans will be dynamic, adapting to students' unique strengths, needs, interests, and identities (Rose et al., 2019). The rigid "one-size-fits-all" approach is replaced with AI-guided customization, enabling all students to thrive at their own pace (Parsons, 2022).
  3. Empowered Students as Agents and Teachers: Students will be empowered as both learners and teachers, shaping their own educational journeys and contributing to the learning of their peers (Mitra, 2013). This collaborative environment fosters autonomy, creativity, and empathy, building a community of lifelong learners (Sawyer, 2008).
  4. Flexible, Multi-Age Learning Communities: Learning will occur in flexible, multi-age communities. AI's adaptability will support personalized skill grouping, mentorship, and collaboration (OECD, 2018), minimizing competition and arbitrary age-based segregation (Kohn, 1992).
  5. Holistic Development with AI Integration: Executive function, social-emotional learning, and identity development will be integrated with academics, nurtured through AI's continuous assessment and personalized support (D'Mello et al., 2021). This approach cultivates well-rounded human beings (Nagaoka et al., 2015).
  6. Community Integration and Real-World Engagement: Schools will be woven into community fabrics, connecting learning with lived experiences (OECD, 2020). Real-world internships, apprenticeships, and projects will be facilitated, with AI assisting in aligning opportunities to individual interests and strengths (Luckin et al., 2016).
  7. Strength-Based, Mastery-Oriented Assessment: AI-enhanced assessments will focus on students' strengths and mastery (Tomlinson, 2014). Advancement will be determined by skills demonstration, not age or time, supporting a more natural and personalized progression (Clarke et al., 2003).
  8. Normalization of Neurodiversity: Neurodiversity will be embraced, and universally designed AI-supported curriculum will cater to diverse learning styles (Meyer et al., 2014). Medical labels and deficits will be supplanted by recognition of each student's unique attributes (Armstrong, 2017).
  9. Educators as Facilitators in an AI-Assisted Environment: Educators will act as facilitators, fostering agency and intrinsic motivation (Pink, 2011). AI will augment their capabilities, allowing them to focus on personal connections and growth (Jiang et al., 2022). Coercion and control are replaced with autonomy and choice, enhanced by AI's precision and adaptability (Kohn, 1999).


Armstrong, T. (2017). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.

Clarke, S., Timperley, H., & Hattie, J. (2003). Assessing formative assessment. Hodder Moa Beckett Publishers.

D’Mello, S., Rosé, C. P., Taylor, L., & Graesser, A. (2021). Affect-aware learning technologies. Elsevier.

Jiang, S., Williams, A., Schenke, K., Warschauer, M., & O'Dowd, D. (2022). Predicting paper score performance using discourse analytics on student writing. Computers & Education, 104479.

Kohn, A. (1992). No contest: The case against competition. Houghton Mifflin.

Kohn, A. (1999). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Houghton Mifflin Harcourt.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.

Mitra, S. (2013). Build a school in the cloud. TED Talk.

Nagaoka, J., Farrington, C. A., Ehrlich, S. B., & Heath, R. D. (2015). Foundations for young adult success: A developmental framework. UChicago CCSR.

OECD. (2018). The future of education and skills: Education 2030.

OECD. (2020). The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings.

Parsons, S. (2022). Ethics, artificial intelligence, and education: An introduction. Learning, Media and Technology, 1-13.

Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.

Rogers, C. R. (1980). A way of being. Houghton Mifflin.

Rose, D. H., Gravel, J. W., & Domings, Y. M. (2019). UDL Unplugged: The Role of Technology in UDL.

Sawyer, R. K. (2008). Optimising learning: Implications of learning sciences research. In OECD/CERI International Conference Learning in the 21st Century: Research, Innovation and Policy.

Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. ASCD.


Popular posts from this blog

The system cannot execute the specified program

It always annoys me no end when I get messages like the following: "The system cannot execute the specified program." I got the above error from Windows XP when I tried to execute a program I use all the time. The message is hugely aggravating because it says the obvious without giving any actionable information. If you have such a problem and you are executing from a deep directory structure that may be your problem. It was in my case. Looking on the web with that phrase brought up a bunch of arcane stuff that did not apply to me. It mostly brought up long threads (as these things tend to do) which follow this pattern: 'Q' is the guy with the problem asking for help 'A' can be any number of people who jump in to 'help'. Q: I got this error "The system cannot execute the specified program." when I tried to ... [long list of things tried] A: What program were you running, what operating system, where is the program? What type of

Crucial SSD BIOS update

Executive summary: If Crucial Storage Executive can't see your Crucial drive, you may be able to fix that by re-running as Administrator.  Windows 10 continues to be a nightmare. The latest update has caused my machine to go wonky and it was suggested that, for reasons unknown, my SSD boot drive needed a BIOS update.  The drive in question is a Crucial MX500 CT500MX500 S SD1 and the BIOS update is from M3CR020 to M3CR023.  I initially attempted to burn and boot from a DVD ROM, but that came back with an error:  "could not find kernel image boot/vmlinuz64" You would think that something whose sole purpose is to boot into one program could get that right. That is, you would think that this very basic thing would have been tested prior to release. Sigh. No doubt there is a tortured route to get that thing to boot, but for me there was an easier way. You would think that Crucial would have offered that up first rather than the burnable image, but not in my case.  I then insta

When code writes code, what do developers do?

When code writes code, what do developers do? As we head further into a future where things are automated, people’s last refuge will be curation in a bright future or serving others in a dark future. Curation devolves into saying what you want and iterating through a few rounds of “not that.” As a programmer, I always found automated programming tools laughable. We are still mostly there, but ML/AI is changing that. At one point, many people sagely nodded their heads and said computers would *never* beat a human at chess. Never. I disagreed. I thought that it was ***inevitable*** that they ***would*** beat humans ‘hands down.’ That is well behind us now. It is only a matter of time until all human ‘jobs’ will be doable by machines. Each one, including being a companion. As of now, the bottleneck is energy and knowledge. I think we will crack fusion, but if we do not, we can still harvest billions of times what we use now from the sun in space. The knowledge is increasing rapidly.