शैडोइंग अभ्यास: Why You Should Be a Techno-Skeptic | Jonathan Haidt | TED - YouTube के साथ अंग्रेजी बोलना सीखें

⏸ रुका हुआ

गति:

294 वाक्य

यदि वाक्य बहुत छोटे या लंबे हों, तो समायोजित करने के लिए Edit पर क्लिक करें।

So to begin, I invite you all to remember a time in your life,

a period in your life when you felt fully integrated into a group.

Maybe you were on a sports team,

maybe you played in a band,

or maybe you just had a great group of friends that loved to hang out together.

Or maybe it was at work,

maybe you were part of a team trying to do something big and difficult under time pressure,

but you all pulled together.

Whatever it was, My question to you is, does that memory glow?

Do you look back on that as something special and magical that time in your life?

The great biologist E.O.

Wilson says that humans aren't just social, like dogs and chimpanzees.

We are ultra-social, like bees and ants.

We have a massive division of labor,

and we love to do things that put us in a mindset of one for all,

all for one.

Yet our hives aren't made out of wax.

They're made out of shared culture and shared experiences.

My talk today isn't really about bees and ants.

It's actually about technology and childhood.

But let's see what we can see about technology and childhood if we start with this premise

that human beings are ultra-social creatures with deep needs for community and communion.

As a social psychologist who studies the effects of digital tech on young people,

what I see from this perspective is very concerning.

I think it justifies a general sense of wariness or skepticism about the technologies that are pushing their way into childhood today.

So let's start with social media.

In the early 2010s, teens traded in their flip phones for smartphones,

and the phone-based childhood began.

Their social lives moved on to social media.

At first we thought this would be fine, maybe even better.

But quantity pushes out quality,

and they started spending a lot less time with each other in person.

And that's a problem for our ultra-social species,

because a lot of our evolved bonding mechanisms involve our bodies.

So we connect with people,

we bond with people when we eat with them,

when we share food with them,

when we share laughter, when we move together in synchrony,

even if it's just walking next to each other and we bond together when we touch.

But when everything moved online,

teens across the developed world lost most of those bonding experiences.

Levels of loneliness and anxiety began to rise almost immediately,

in many countries simultaneously.

And this wasn't just an historical correlation.

There are now multiple lines of evidence showing that social media is causing harm at an industrial scale.

One line is the dozens of experiments showing that when you randomly assign people,

these are usually with adults,

young adults, when you randomly assign people to greatly reduce their social media use for at least a week,

their levels of anxiety and depression go down.

And one of those studies was done by Metta.

But what I've learned in the last two years is that I grossly understated the damage in the anxious generation,

because I focused on the mental health outcomes.

That's where we have the best data,

that's where we're doing the most work.

But I now believe that an even larger damage is the diminishment of the human capacity to pay sustained attention.

One-third of all American teens say that they're on a social media platform almost constantly,

just throughout the day.

And the main thing they're doing on those social media platforms is watching very short videos.

Young people call it brain rot,

which is a funny term,

but it might really be true,

because the adolescent brain is always a brain that's being remodeled.

The neural network of a child has to convert itself,

has to rewire itself to become the neural network of an adult.

And that rewiring process, the neurons finding each other,

that's shaped by whatever you're doing every day.

And it's shaped by whatever everyone else says is prestigious,

which means that puberty is the worst possible time for a human being to be on social media.

For our ultra-social species, that rewiring should be guided by huge amounts of social interaction in the real world,

not by TikTok's algorithm.

I imagine there's a lot of parents in the audience.

So here's the first principle of what we might call techno-skepticism.

Protect brain development through puberty.

That's why it's so important for countries to follow Australia's example.

Let's just raise the age for opening social media accounts to 16, as Australia did.

All right, now let's look at edtech.

Of course there are good uses of technology in education.

My kids have learned a lot from Khan Academy.

But I'm very concerned about what happened when we started putting computers and tablets on kids' desks.

This is the so-called one-to-one device policies.

Computers and tablets are multifunction entertainment systems.

If kids can get to the internet,

they will play video games and watch short videos,

watch YouTube shorts and even porn.

As soon as we brought in one-to-one devices in the 2010s,

national test scores began dropping in the USA,

and they dropped in many other countries,

especially in the countries that most firmly embraced edtech.

Now, I can't prove that these declines were caused by the screens and the apps that we put on kids' desks.

But consider this.

Sweden led the world in digitizing education in the 2010s.

They got rid of textbooks,

they put a device on every desk.

They even mandated that nursery schools had to use tablets.

But after years of experience and years of declining test scores, Sweden reversed course.

In 2023, they announced that they're going back to textbooks,

they're pulling out a lot of the devices,

they're going back to books and handwriting,

100

especially in the earlier grades.

101

Their top research institute, the Karolinska Institute,

102

issued a report backing the government's position,

103

saying there is clear scientific evidence that digital tools impair rather than enhance student learning.

104

And consider this, many of us professors are banishing computers,

105

laptops from our classrooms.

106

My students at NYU say they learn a lot better when people aren't on devices.

107

They don't have a computer and the multitasking staring them in the face.

108

But if college students can't learn that well when there's a computer in front of them,

109

how do we expect eight-year-olds to do it?

110

School is an intrinsically social experience.

111

Students are not learning machines.

112

They're ultra-social human beings who need to connect with their teachers and their fellow students.

113

They don't need to connect with more screens.

114

So here's the second principle of technoskepticism.

115

Prioritize people and books and education, not screens.

116

We should never have let laptops and tablets spread through K-12 education without extensive testing and evidence of safety and efficacy.

117

But we're about to do the exact same mistake with AI.

118

You see the pattern here?

119

We let social media companies take over our kids' social lives,

120

and they've harmed our kids' social lives and their mental health.

121

We let edtech companies take over our kids' schools,

122

and they appear to be doing more harm than good.

123

Now, AI companies are coming for their relationships,

124

to be their friends, their therapists,

125

and even their sexual partners.

126

What could go wrong?

127

We're already seeing massive cognitive offloading and learning loss.

128

When students have access to AI,

129

they pass the critical thinking over to the AI.

130

We're already seeing young people becoming dependent on ChatGPT to make their personal decisions and to draft their texts and their emails.

131

And we're seeing a booming AI toy market.

132

Chatbots are being put into dolls and teddy bears.

133

And these chatbots are super responsive to the child.

134

They're always there to offer comfort,

135

to be there for the child.

136

And of course, the parents are often busy.

137

But if the chatbot is super responsive while the parents aren't as responsive,

138

the child's attachment system, which is looking for who in my environment is the person who responds to me,

139

may well imprint or focus on the chatbot,

140

which is going to compromise their relationship with their own parents.

141

So here's the third principle of techno-skepticism.

142

Just beware of artificial relationships for minors.

143

Give them nothing that conveys that it understands the child or that it cares, because it doesn't.

144

There could be a role for AI therapists someday,

145

but how about we require years of testing before we let anyone push it out into childhood?

146

All right.

147

Now, I've just told you that we need to greatly reduce the role of these technologies in our kids' lives.

148

And some of you may be thinking,

149

now, hold on a second,

150

I want my child to be successful in the digital future,

151

in the digital workplace.

152

So why not give them a head start?

153

Two reasons.

154

The first is that these technologies are extremely easy to use.

155

Your kid doesn't need a 10-year head start to master social media and AI.

156

And second, because now we know that being a digital native does not confer an advantage.

157

For many kids, it's a curse,

158

because it messes with the kids' attention systems and their motivational systems.

159

It teaches them that there's always a little bit of reward,

160

always a little bit of dopamine available,

161

one swipe away, and that undermines the ability to do difficult or sustained cognitive work,

162

like reading a book.

163

I teach a course at NYU called Flourishing,

164

and two years ago we were talking about attention fragmentation,

165

and one of my students,

166

who's a very heavy TikTok user,

167

she said, yeah, I take out a book,

168

I read a sentence, I get bored, I go to TikTok.

169

So if we want our children to be successful in the digital future,

170

we need to protect them from the damage being done in the digital present.

171

So let's return to the hive.

172

What do we see when we look at technology in childhood through this lens?

173

When we start from the premise that humans are ultra-social,

174

What we see is that these technologies are being built by people who don't understand that premise.

175

They think of people as consumers with social needs that can be satisfied by machines.

176

They think it's good to free people from dependence on other people.

177

Let's suppose, just for the sake of argument,

178

let's suppose that they really can give us excellent friends and excellent romantic partners.

179

In fact, just yesterday at lunch,

180

Esther Perel told me she recently did her first couples therapy with a mixed couple,

181

a human male and an AI female. So is this liberation?

182

Do we no longer have to depend on other people to meet our social needs?

183

Would that make us happy if we don't have to depend on others?

184

Absolutely not, because that would mean that nobody depends on us.

185

Nobody is relying on us.

186

We are not important to anyone.

187

So is this our fate?

188

Is there any way to stop this lonely digital future?

189

Yes, there is.

190

When The Anxious Generation came out two years ago,

191

one of the main objections I got was that I was too late.

192

The technology is here to stay, people said.

193

You can't put the genie back in the bottle.

194

But in the last few years,

195

humanity has mobilized, and we are putting the genie back in the bottle.

196

Mothers were the first to organize and take action,

197

but they were quickly joined by fathers and by a lot of Gen Z activist organizations,

198

and also by many governors and many heads of state.

199

Together, we're getting phones out of schools around the world.

200

Thank you.

201

Teachers are so thrilled to get their students back,

202

and one of the things that they tell us,

203

it's the most common thing we hear,

204

we hear laughter in the hallways again.

205

We're getting the age raised for social media to 16.

206

More than a dozen countries have already committed to following Australia's bold example.

207

And we're seeing parents letting go and trusting their children to ride bicycles with their friends

208

and to do errands so that they can feel useful.

209

I'll give you one example.

210

A mom in Utah gave her seven-year-old son the let grow challenge.

211

That's where you say to the kid,

212

what's something that you think you can do on your own?

213

And her son said, I think I can go into a Chick-fil-A restaurant and get us lunch." So she says, OK.

214

And in the video, you see the mother sitting in the car.

215

You see the kid coming out of the store,

216

and he's got the bags and he's got this huge smile,

217

and he comes into the car and he says, that was so fun.

218

And then the mom says, were you nervous?

219

And he says, yeah, my legs are still shivering,

220

but I want to do it again.

221

So these are the stories, these kinds of stories.

222

This is what most moves me and what most thrills me,

223

because this movement is not primarily about technology.

224

It's about reclaiming childhood in the real world with real people.

225

So what on earth do we do about the robot teachers

226

and all of the other future waves of technology that are going to push their way into childhood without adequate safety testing?

227

It sometimes seems completely overwhelming.

228

So let me repeat the three principles of techno-skepticism.

229

One, protect brain development through puberty.

230

Two, prioritize people and books in education, not screens.

231

Three, beware of artificial relationships for minors.

232

I think techno-skepticism is the right attitude for people today,

233

especially for parents and legislators,

234

because when it comes to children,

235

these companies have earned our distrust.

236

Technoskepticism means that from now on,

237

we put the burden of proof on them.

238

Let them prove that their products are safe.

239

We treat them like any other maker of potentially dangerous consumer products.

240

We make them prove that their products are safe before they push them out into the world.

241

And we hold them responsible ...

242

We hold them responsible for their safety lapses.

243

So in conclusion, human beings are ultra-social creatures who need to matter to one another in order to flourish.

244

We are so brilliant that we've invented technologies that can replace us,

245

that can take us out of each other's lives.

246

But human connection is not optional.

247

It's who we are.

248

So we're going to have to fight for a future in which our children can grow into flourishing, connected adults.

249

Thank you.

250

Do you disagree with anything I said?

251

We agree in spirit 100 percent.

252

And that's where my question is, actually.

253

We have talked about this in the past, even before TED.

254

But how extreme would you go?

255

What would you say to someone that would make the argument,

256

even put Khan Academy aside,

257

if a student is writing their paper,

258

if they're editing video, if they're doing something creative,

259

and they're building some skills in the process,

260

isn't there some middle ground that might be okay?

261

Well, it depends on the age.

262

So if we're talking elementary school,

263

I would say no. I would say it's so clear,

264

kids need to learn basic skills,

265

They need to develop a habit of books.

266

There's all this research on how print is better.

267

For elementary school, let's just get rid of all the one-to-one devices,

268

go back to books and paper.

269

The people who made this technology,

270

they choose, a lot of them choose to send their kids to schools that don't have it.

271

So when we're talking about young kids,

272

I say just no. Like,

273

until it's proven safe, no. But I think we learned something really interesting today.

274

So that, I forget her name,

275

that amazing woman in Africa, who's giving tablets.

276

Imagine worldwide, yes.

277

So note, no internet.

278

That's the key.

279

And I said to you,

280

like, years ago, I said,

281

Sal, if someone would make a device that just had Khan Academy,

282

you could not go to YouTube,

283

you could not do anything, that would be amazing.

284

We agree.

285

So anyone raising money for this, anyone want to?

286

Someone has to make this.

287

Do you agree with that?

288

I was fishing for that all night, so yes, thank you.

289

Thank you.

290

No, well, thank you so much, Jonathan.

291

A super important conversation.

292

Thank you.

293

Thank you, Sal.

294

Thank you.

TRENDING

Shadowing English
मोबाइल पर

शैडोइंग इंग्लिश ऐप के साथ कभी भी, कहीं भी अंग्रेजी सीखें। आज ही अपने संचार कौशल में सुधार करें!

अपनी सीखने की प्रगति को ट्रैक करें

एआई ग्रेडिंग और त्रुटि सुधार

समृद्ध वीडियो लाइब्रेरी

डाउनलोड करने के लिए स्कैन करें

Download on theApp Store

GET IT ONGoogle Play

शैडोइंग तकनीक क्या है?

शैडोइंग (Shadowing) एक विज्ञान-समर्थित भाषा सीखने की तकनीक है जो मूल रूप से पेशेवर दुभाषिया प्रशिक्षण के लिए विकसित की गई थी। विधि सरल लेकिन शक्तिशाली है: आप मूल अंग्रेज़ी ऑडियो सुनते हैं और तुरंत इसे ज़ोर से दोहराते हैं — जैसे वक्ता की छाया 1-2 सेकंड की देरी से। शोध से पता चलता है कि यह उच्चारण सटीकता, स्वर, लय, जुड़ी हुई ध्वनियाँ, सुनने की समझ और बोलने की प्रवाहशीलता में काफ़ी सुधार करता है।

☕ हमें एक कॉफी पिलाएं

आपके समर्थन के कारण ShadowingEnglish 100% मुफ्त है। सर्वर और AI की लागत अधिक है — आपकी कॉफी हमें आगे बढ़ने में मदद करती है! 🙏

PayPal के माध्यम से दान करें

ShadowingEnglish.com – अंग्रेज़ी शैडोइंग अभ्यास

शैडोइंग अभ्यास: Why You Should Be a Techno-Skeptic | Jonathan Haidt | TED - YouTube के साथ अंग्रेजी बोलना सीखें

लोकप्रिय

Shadowing English
मोबाइल पर

इस वीडियो के साथ बोलने का अभ्यास क्यों करें?

व्याकरण और संदर्भ में अभिव्यक्तियाँ

सामान्य उच्चारण की चुनौतियाँ

शैडोइंग तकनीक क्या है?

शैडोइंग अभ्यास: Why You Should Be a Techno-Skeptic | Jonathan Haidt | TED - YouTube के साथ अंग्रेजी बोलना सीखें

ऐप डाउनलोड करें

Shadowing English मोबाइल पर

इस वीडियो के साथ बोलने का अभ्यास क्यों करें?

व्याकरण और संदर्भ में अभिव्यक्तियाँ

सामान्य उच्चारण की चुनौतियाँ

शैडोइंग तकनीक क्या है?

Shadowing English
मोबाइल पर