A comment I had made on Dan Meyer's article, also relevant here (Also, as others are pointing out here, there is a crucial difference between the videos and their chatbot; you can inspire with videos because your human interests are on display):
This resonates so much with me. I am the co-founder of a microschool and also a neuroscientist. And these two have intersected so much in fascinating ways. Four years in, the big lesson for us is that for learning to make sense it should have the following progression: meaning, motivation, mechanics, measurement.
Conventional schooling, and everything designed to help with conventional schooling like Khanmigo give in to this systemic gravitational pull of measurement (we must know what they are learning). And from that ensues your standardized curriculum, measuring the visible and easy, because that's easier than something like "mathematical thinking", and the focus on mechanics (multiplication tables, fractions, chemical names, whatever). And in doing this we leach out all meaning and focus on the drills.
Chatbots, the way they are set up now, are doomed to fail because the entry point is mechanics. "How do I solve this particular quadratic equation?" It's a meaningless question to a child because it simply does not connect to their world. We cannot start with that and work Socratically towards meaning. We must instead offer or build a world where meaning and sense-making are possible. (Wrote about this here https://blog.comini.in/p/why-khanmigo-will-fail )
Personally interesting for me is how meaning-making and sense-making are essentially the core of conscious experience. We, bundles of experiences, cohere and conspire and collaborate to create a meaningful experience from the sensory data that assaults us. Data that would be meaningless without a perspective.
So in education we are doing the same thing that the mind does so effortlessly by existing and being in the world and grappling with it. But we shoot ourselves in the foot by taking a reductive lens and split it into elements.
That's worked well for us only until we encountered complex adaptive systems that need us to also focus on the whole. But the system has been built to focus on the narrow and hope that these come together at some point. And so we end up with this meaning crisis we are all navigating, in school and outside.
More about Meaning before Mechanics here: https://blog.comini.in/p/schooling-has-a-meaning-crisis-para...