# AI Is Making Our Kids Dumber and Schools Are Letting It Happen

An episode of [Dr Justin Coulson's Happy Families](https://invisiblenetwork.ai/podcast/1082244480), 8 Mar 2026, 17 min.

Audio: https://mgln.ai/e/187/traffic.omny.fm/d/clips/fa326977-3de5-4283-9b8b-af3500c58607/b69b2795-5503-4de1-ac91-af460017906e/5e462b2b-66ba-422c-8b7c-b40100ae7f4c/audio.mp3?utm_source=Podcast&in_playlist=a05f1702-0c0e-4b0f-8014-af460017907c

AI is writing essays. AI is passing exams. AI is graduating with honours. But what’s happening to our kids’ brains? When an MIT study found students who used ChatGPT had dramatically worse recall, headlines screamed: “AI is destroying intelligence.” The truth is more complicated — and more confronting. In this episode, Justin and Kylie unpack what AI is actually doing to developing brains, why schools may be accidentally making it worse, and the one rule every family needs before a child touches ChatGPT again. Because this isn’t about banning AI. It’s about protecting your child’s ability to think. KEY POINTS • Brain first, then AI • What EEG scans revealed about neural engagement • Why students using AI first “never recovered” cognitively • The alarming reality inside high schools and universities • How over-reliance weakens critical thinking (even in doctors) • The “forklift at the gym” analogy from Alfie Kohn • Why productive struggle is essential for learning • Practical scripts parents can use at home • What schools should be doing differently QUOTE OF THE EPISODE “Using AI to write for you is like bringing a forklift to the gym. The weights get lifted — but you don’t get stronger.” ACTION STEPS FOR PARENTS • Create the Brain-First Rule. No AI use until your child has attempted the task independently. • Normalise Productive Struggle. Remind them: frustration builds neural pathways. • Use AI as a Challenger, Not a Writer. Instead of “Write this for me,” teach them to ask: “Ask me to explain my argument before giving feedback.” “Challenge my reasoning with three hard questions.” • Model It Yourself. Let your kids see you think first, then refine with technology. • Have the Long-Term Conversation. Ask: Do you want to think for yourself — or let a machine think for you? See omnystudio.com/listener for privacy information.

## Transcript

[0:05] Speaker 1: Hello and welcome to the Happy Families Podcast. Two months ago,
[0:09] Speaker 1: the headlines screamed, chat GPT is destroying our brains. AI
[0:15] Speaker 1: is lowering your IQ, We're all getting dumber. In fact,
[0:19] Speaker 1: one Australian newspaper article said that education is no longer education.
[0:26] Speaker 1: We have been lobotomized by AI. The alarm came from
[0:31] Speaker 1: an MIT study that showed that students who used chat
[0:34] Speaker 1: GPT had terrible recall. Eighty three percent could not remember
[0:39] Speaker 1: what they'd written, compared to just eleven percent who couldn't
[0:42] Speaker 1: remember if they used their own brains. Case closed rights.
[0:45] Speaker 1: AI makes you stupid, Except there's something buried in that
[0:49] Speaker 1: two hundred page study that most headlines missed, and it's
[0:52] Speaker 1: something that changes everything today. What AI is actually doing
[0:55] Speaker 1: to our kids' brains, why schools are accidentally making it worse,
[1:00] Speaker 1: and the one thing that you need to teach your
[1:02] Speaker 1: children before they touched chat gpt again. Stay with us, gooda.
[1:11] Speaker 1: Welcome to the Happy Family Podcast, where you get real
[1:13] Speaker 1: parenting solutions every single Day's Australia's most downloaded parenty podcast.
[1:16] Speaker 1: We are Justin and Kylie Coursen, the parents of six
[1:19] Speaker 1: children who do from time to time use chat, GPT
[1:21] Speaker 1: and other forms of AI. And I'm not just talking
[1:24] Speaker 1: about the kids.
[1:25] Speaker 2: I was recently having a conversation with my nutritionalists and
[1:28] Speaker 2: asking him whether AI was a good way for me
[1:30] Speaker 2: to count calories right, and he said it's not very reliable.
[1:35] Speaker 2: And as we continue discussing, I never thought of this,
[1:39] Speaker 2: but people will take a photo of the plate of
[1:41] Speaker 2: food they're eating and then ask AI to calculate the calories.
[1:46] Speaker 1: That can't be accurate.
[1:48] Speaker 2: It's not no, it's not, he said. He said, it
[1:50] Speaker 2: will do. It will do a fairly good job, but
[1:53] Speaker 2: like if you're if you're really serious about it, it's
[1:56] Speaker 2: not going to come close. Yeah.
[1:57] Speaker 1: AI can do stuff, but it can't do everything.
[2:01] Speaker 2: Well, I never thought of that, and so I said, no, no, no,
[2:03] Speaker 2: that's not how I'm using it. I said, I'm actually
[2:05] Speaker 2: weighing all of my food and then I'm asking it
[2:07] Speaker 2: to give me the information I'm looking for. And he said, oh,
[2:11] Speaker 2: you're actually you're actually doing a great job. Work first,
[2:16] Speaker 2: but you need to do so. He gave me a
[2:18] Speaker 2: good pat on the back. It does have its uses.
[2:21] Speaker 1: You've got to do the work for it to work,
[2:23] Speaker 1: which is what today's podcast.
[2:24] Speaker 2: Is all about, So what is this study that you're citing.
[2:26] Speaker 1: Okay, so there's some MIT researchers. They found that it's
[2:30] Speaker 1: not whether you use AI that matters, it's when, so
[2:32] Speaker 1: that ties in exact with what you're hinting at. They
[2:35] Speaker 1: tested these two groups. One group used their brain first
[2:38] Speaker 1: and then used AI, so they did the thinking, they
[2:40] Speaker 1: did the planning, they did the work, and then they
[2:43] Speaker 1: plugged it into chat GPT to refine the work. Whereas
[2:47] Speaker 1: the second group they went, I'm going to use AI
[2:50] Speaker 1: and then I'm going to try to think about what
[2:51] Speaker 1: the AI is giving me. So chat GPT then brain
[2:55] Speaker 1: the brain to AI group. Their EEG scans. Their brain
[2:59] Speaker 1: scan showed increased neural activity, so there was better attention,
[3:03] Speaker 1: there was greater planning, more memory processing. And then even
[3:06] Speaker 1: when they use AI, their brain stayed engaged because they
[3:09] Speaker 1: knew the work, they knew what they were doing. They
[3:11] Speaker 1: used their brain first. But the AI first group that
[3:14] Speaker 1: then used their brain they just never recovered. Even when
[3:17] Speaker 1: they stopped using AI, their cognitive engagement flatlined. It actually dropped,
[3:23] Speaker 1: like it just stopped working.
[3:24] Speaker 2: And that correlated with the conversation I was having with
[3:27] Speaker 2: my nutrition lists exactly. I said to my I don't
[3:29] Speaker 2: want to use an app that's just about counting calories
[3:32] Speaker 2: because I'm still learning. I'm still trying to understand what
[3:35] Speaker 2: fuels my body and where I'm going to best to
[3:38] Speaker 2: get those foods from. So when I eat something and
[3:41] Speaker 2: it says to me, you know what, that's pretty dense
[3:43] Speaker 2: in calories, right, I can then say to it, what
[3:46] Speaker 2: would I do differently if I want to still feel satisfied?
[3:51] Speaker 2: And it's been such a really good tool for me
[3:53] Speaker 2: to use as I start to understand this process.
[3:56] Speaker 1: Yeah, So how you enter the AI interaction will determine
[4:02] Speaker 1: whether or not it improves and amplifies your thinking or
[4:05] Speaker 1: whether it replaces and subsequently diminishes your thinking. There's a
[4:11] Speaker 1: difference between thinking with AI and thinking by AI. And
[4:18] Speaker 1: so Alfie Cone is somebody that I've had on the
[4:20] Speaker 1: podcast a number of times. You've become a fan because
[4:22] Speaker 1: you've heard him speak so well. He puts it like this.
[4:25] Speaker 1: He says, using AI to write for you is like
[4:27] Speaker 1: bringing a forklift to the gym and having it lift
[4:29] Speaker 1: weights for you. The weights get lifted, but you don't
[4:32] Speaker 1: get stronger.
[4:34] Speaker 2: He also said, by rushing to make use of chat GPT.
[4:39] Speaker 2: Schools may not just be overestimating the capacities and capabilities
[4:44] Speaker 2: of artificial intelligent, but underestimating the essence of education.
[4:50] Speaker 1: Yeah, I like African. The terrifying part for me is
[4:52] Speaker 1: that schools are legitimately rushing into it. I read a
[4:55] Speaker 1: recent investigative report in the Australia a couple of weeks ago,
[4:58] Speaker 1: and oh, my god, goodness, this thing. University has changed
[5:03] Speaker 1: a lot since I was there, is all I can say.
[5:05] Speaker 1: They found up to ninety five percent of university students
[5:09] Speaker 1: are now using AI to complete assignments and exams, and
[5:12] Speaker 1: not just occasionally, I mean constantly. We've got a couple
[5:14] Speaker 1: of kids who are at university they do their exams at home.
[5:18] Speaker 1: Like there's software that monitors whether anyone comes into the
[5:21] Speaker 1: room or with you achieving apparently, but they're literally doing
[5:23] Speaker 1: their exams at home. One student, his name was Hayden
[5:27] Speaker 1: in this Australian report, graduated with a high distinction and
[5:31] Speaker 1: when he was asked how much of his final year
[5:33] Speaker 1: he outsourced to AI, he said, and there's a direct
[5:35] Speaker 1: quote all of it. One hundred percent of my coursework
[5:39] Speaker 1: and one hundred percent of my exams, So he went
[5:43] Speaker 1: from being a C average student to an A plus
[5:46] Speaker 1: student in eighteen. No, he didn't, he didn't get smarter,
[5:49] Speaker 1: he didn't become an A plus student. Chat GPT did
[5:52] Speaker 1: the work for him. And I've got a couple of
[5:55] Speaker 1: friends who are still University of the lecturers. I obviously
[5:57] Speaker 1: am not lecturing at UNI anymore, but they basically said, yeah,
[6:00] Speaker 1: we're not actually lecturers anymore. We are human detectors of plagiarism.
[6:04] Speaker 1: But there's no point pointing out the plagiarism because everybody
[6:07] Speaker 1: is doing it.
[6:09] Speaker 2: Yeah. Yeah. A conversation I just recently had with someone
[6:12] Speaker 2: was the acknowledgment that our schools don't pick up their game,
[6:15] Speaker 2: that teachers literally lose their roles in the classroom because
[6:18] Speaker 2: AI is doing everything.
[6:20] Speaker 1: But here's the thing, though, these students are graduating and
[6:22] Speaker 1: they are going on to become doctors and engineers and accountants,
[6:25] Speaker 1: and they have degrees that they did not earn. You've
[6:28] Speaker 1: got pilots who, well, I guess you've got to get
[6:31] Speaker 1: into the plane and know how to fly the thing.
[6:33] Speaker 1: But I think that it's terrifying. I just I think
[6:36] Speaker 1: that it's really really worrying.
[6:37] Speaker 2: So are we just talking about university study here.
[6:40] Speaker 1: No. In that same report, in this train's analysis, they
[6:44] Speaker 1: talked to a thirteen year old boy named Cameron. He said,
[6:47] Speaker 1: in year eight, about twenty four out of twenty five
[6:50] Speaker 1: kids in my class use AI for everything. My teachers
[6:53] Speaker 1: don't blink an eye if I get one hundred percent,
[6:56] Speaker 1: I don't even bother to fake wrong answers anymore. Oh
[6:59] Speaker 1: my goodness. So I would say that schools are not
[7:01] Speaker 1: just ignoring it. I would say schools are enabling it.
[7:04] Speaker 1: You've got surveys showing that forty to sixty percent of
[7:06] Speaker 1: teachers are now using AI to create their lessons, and
[7:09] Speaker 1: get this, they're using AI to great assignments.
[7:12] Speaker 2: So I was under the impression, based on what teachers
[7:15] Speaker 2: have told our children in the past, that they actually
[7:18] Speaker 2: had software that could determine whether or not their students
[7:22] Speaker 2: had used AI and what percentage of their work was
[7:26] Speaker 2: AI generated. Is that not the case?
[7:30] Speaker 1: It is, but a lot of teachers aren't doing anything
[7:32] Speaker 1: about it. They're just leaving it b and therefore nobody's thinking,
[7:35] Speaker 1: noybody's learning. It gets worse as well. There was a
[7:38] Speaker 1: study that was published in January last year January twenty
[7:42] Speaker 1: twenty five in so the Lands, it's a good, high
[7:46] Speaker 1: quality medical journal. They found that doctors who used AI
[7:49] Speaker 1: tools regularly became less skilled within six months. So they're
[7:53] Speaker 1: diagnosed as accuracy dropped when AI was taken away from them.
[7:58] Speaker 1: They became over a line, they became less focused, they
[8:01] Speaker 1: became less motivated to think critically. And so if that's
[8:05] Speaker 1: what's happening to doctors, this is what's happening to our
[8:08] Speaker 1: children's brains as well, turning to mush brain rot.
[8:12] Speaker 2: Perhaps this is an obvious question, but why are kids
[8:16] Speaker 2: doing it?
[8:16] Speaker 1: If you're a student, why would you do it?
[8:18] Speaker 2: Because I don't want to do the work.
[8:20] Speaker 1: Yeah, So I think that's the number one thing I
[8:21] Speaker 1: keep on talking to teachers in staff PD that I
[8:23] Speaker 1: do around the country. If the work doesn't feel like
[8:26] Speaker 1: it has any purpose, you can't expect the students to
[8:28] Speaker 1: be motivated to do it, full stop, end of story.
[8:29] Speaker 1: No matter no matter what you do, if students do
[8:32] Speaker 1: not see some value, some purpose in the work, they
[8:35] Speaker 1: are not going to have any desire to be there
[8:37] Speaker 1: and to be doing it.
[8:39] Speaker 2: So, for me, the hardest part of any project is
[8:43] Speaker 2: actually starting getting started.
[8:44] Speaker 1: Yeah, that's right. Literally yeap break through the Earth's gravitational
[8:47] Speaker 1: pull like the Space Shuttle ten minutes of massive energy expenditure,
[8:50] Speaker 1: and then you're in orbit and you're firing. But getting
[8:52] Speaker 1: the kids out out of the atmosphere and into orbit
[8:57] Speaker 1: hardest thing.
[8:58] Speaker 2: And so a couple of times I've actually is AI
[9:02] Speaker 2: to just generate a starting point for me, because I
[9:05] Speaker 2: just I can't.
[9:08] Speaker 1: That's that's an unusual thing, though, because usually once it
[9:10] Speaker 1: starts for you, I'll give you another prompt like would
[9:11] Speaker 1: you like me to do this next? And it makes
[9:13] Speaker 1: you fairl I say.
[9:14] Speaker 2: I say, well, I kind of like the gist, but
[9:17] Speaker 2: this isn't me and so then I throw back my
[9:19] Speaker 2: ideas and I'm like I like this better.
[9:21] Speaker 1: Yeah, But the conversation continues and it feels like you're
[9:24] Speaker 1: doing the work, but the AI is actually doing the work.
[9:26] Speaker 1: You're just arguing with the AI. So I've used AI
[9:29] Speaker 1: a lot over the last little while. I don't use
[9:31] Speaker 1: it for my writing anymore. I just refuse to. I
[9:34] Speaker 1: absolutely make sure that I've done the work first. If
[9:36] Speaker 1: there's something really really important or something that I really
[9:38] Speaker 1: need to refine, I'll ask it to do some refining
[9:41] Speaker 1: for me. But I will not let it do the
[9:44] Speaker 1: work for me anymore because it sounds like AI. And
[9:47] Speaker 1: I've been really public about not wanting to sound like
[9:49] Speaker 1: AI because too many people out there are using it
[9:51] Speaker 1: and they you can't even read an opinion piece in
[9:54] Speaker 1: the newspaper. Now it's all done by AI. Let me
[9:56] Speaker 1: go back to why else they're using it? Everyone else
[9:58] Speaker 1: is doing it. Not only is a purpose thing, but
[10:01] Speaker 1: everyone else is doing it. And actually, I think schools
[10:03] Speaker 1: are encouraging it. I think teachers are using it, administrators
[10:06] Speaker 1: and pushing it. Tech companies are profiting from it. It's
[10:08] Speaker 1: in big text interest for the kids to be using it.
[10:11] Speaker 1: So after the break, a couple of quick minutes on
[10:14] Speaker 1: what we can do the solution, what we're supposed to
[10:16] Speaker 1: do to help our kids to navigate a new world
[10:20] Speaker 1: of AI in a way that does not rock their brains.
[10:23] Speaker 1: Stay with us. We're back. It's the Happy Families Podcast.
[10:33] Speaker 1: If you're enjoying the pod, please like it, share it,
[10:35] Speaker 1: leave a rating and review, tell people about it. It's
[10:38] Speaker 1: how we get the word out and make families happier.
[10:41] Speaker 2: So you're suggesting you have some solutions and some scripts both.
[10:45] Speaker 1: I have both. The MIT study is really clear. Use
[10:49] Speaker 1: your brain first, then use AI that works. Use AI first,
[10:52] Speaker 1: then use your brain that doesn't work. So the rule
[10:55] Speaker 1: that I think that everyone should have in their houses
[10:56] Speaker 1: as follows. Before you touch chat GPT, you must attempt
[11:01] Speaker 1: the problem yourself. We call this productive struggle. We call
[11:04] Speaker 1: it developing distress tolerance or frustration tolerance. When kids struggle
[11:10] Speaker 1: with things, when they write an awful first draft, when
[11:13] Speaker 1: they try and when they fail, that's where the learning happens.
[11:17] Speaker 1: And then, and only then can you use AI either
[11:19] Speaker 1: to refine or challenge or extend your thinking, not to
[11:22] Speaker 1: replace your thinking, to amplify it. Even then, I think
[11:25] Speaker 1: that we want to be hesitant. I think we want
[11:27] Speaker 1: to be really really careful with this. I'd rather the
[11:30] Speaker 1: students do all of it.
[11:32] Speaker 2: So what does this look like in practice?
[11:35] Speaker 1: Let me give you a prompt. I've jotted down a
[11:38] Speaker 1: prompt here. This is the recall prompt, so you could
[11:41] Speaker 1: prompt AI as follows. Before you give me any suggestions
[11:44] Speaker 1: on how I can improve this, I need to demonstrate
[11:47] Speaker 1: my current understanding. So you tell the AI, you tell
[11:50] Speaker 1: chat Claude and whatever it is Gemini, ask me to
[11:55] Speaker 1: recall and explain my main thesis, the supporting evidence, and
[11:59] Speaker 1: my biggest concern earns from memory, and don't give me
[12:02] Speaker 1: any new input until I've successfully articulated these three things. Now,
[12:06] Speaker 1: I don't think many students are going to do that.
[12:08] Speaker 2: Well, that's a mouthful.
[12:10] Speaker 1: You're basically saying, make me tell you what I'm going
[12:14] Speaker 1: to do in detail before you give me any prompts,
[12:18] Speaker 1: before you give me any new input. Before you let's
[12:21] Speaker 1: make sure that I'm understanding.
[12:22] Speaker 2: Then why would you bother?
[12:24] Speaker 1: Well, you would bother because then you can do the
[12:27] Speaker 1: second prompt that I've got, and that is the challenge prompt. Okay,
[12:29] Speaker 1: so the first one's about recall. The second one is
[12:31] Speaker 1: about challenge. I've written this essay. I've demonstrated that I
[12:35] Speaker 1: know what I'm talking about here. I don't want you
[12:37] Speaker 1: to rewrite it. I want you to ask me three
[12:39] Speaker 1: hard questions that expose weaknesses in my argument make me
[12:44] Speaker 1: defend my thinking. So if you use chat GPT or
[12:48] Speaker 1: Claude or Gemini or any of the others like that,
[12:52] Speaker 1: that's going to deepen and amplify thinking. That's going to
[12:55] Speaker 1: make you better. It's like if I'm going to say
[12:57] Speaker 1: I've got this exam coming up. Here's all the material
[12:59] Speaker 1: that I need to hit me with ten questions.
[13:01] Speaker 2: Yeah, but human nature is to find the path of
[13:04] Speaker 2: least resistance.
[13:05] Speaker 1: Not necessarily. Look at the way you're working out in
[13:07] Speaker 1: the gym. You're not going for the path of least resistance.
[13:09] Speaker 1: That's sitting on the cutch eating chocolate chip cookies and
[13:11] Speaker 1: milk and watching TV.
[13:13] Speaker 2: Yes, but I'm going against my nature because my nature
[13:15] Speaker 2: would tell me to do exactly that.
[13:18] Speaker 1: Nature or not, You're making a decision to be effortfull.
[13:20] Speaker 1: And what I'm arguing is that the effort pays off.
[13:22] Speaker 1: You're seeing the effort paying off and you're glad for it.
[13:24] Speaker 1: Children students are going to struggle to see the effort
[13:27] Speaker 1: paying off. They just see all their friends doing nothing
[13:29] Speaker 1: and then hanging out on Fortnite or Roadblocks or Discord,
[13:32] Speaker 1: and they're like, well, I just want to use Chat
[13:34] Speaker 1: as well. I just want to use AI as well.
[13:36] Speaker 1: This is going to damage their brains. So here's the
[13:41] Speaker 1: script for the kids. I know skill feels like it's
[13:44] Speaker 1: jumping through hoops. I know everyone's using AI. I know
[13:47] Speaker 1: it's faster, I know it's easier, but you're trading away
[13:51] Speaker 1: your ability to think. Right now, your brain is using
[13:56] Speaker 1: developing neural pathways that you're going to use for the
[13:58] Speaker 1: rest of your life. And every time you let CHAT
[14:01] Speaker 1: GPT think for you, the pathways don't form. So then
[14:05] Speaker 1: you can use Alfie Cone. It's like taking a forklift
[14:07] Speaker 1: to the gym. The ways are getting lifted, but you're
[14:10] Speaker 1: not getting any stronger. So just say to the kids
[14:12] Speaker 1: you can use AI, yes, but brain first. Always no shortcuts,
[14:16] Speaker 1: because what happens when you're a doctor and you can't
[14:19] Speaker 1: diagnose without chat GPT, without the AI, it's going to
[14:24] Speaker 1: be a disaster. That's the conversation to have with the kids.
[14:29] Speaker 1: Low probability play. I don't think that it's going to
[14:31] Speaker 1: work for everybody, but it's the best that I've got
[14:33] Speaker 1: because this is a tough problem.
[14:35] Speaker 2: What would you say to schools if you're struggling with
[14:37] Speaker 2: this in the classroom?
[14:39] Speaker 1: Oh, I would say to schools to go analog, not digital,
[14:44] Speaker 1: and I would say teach exactly the same principle. I
[14:47] Speaker 1: would also school leaders are unlikely to listen to parents
[14:50] Speaker 1: around this. But what I would also say is that
[14:52] Speaker 1: I would be demanding face to face exams don't let
[14:54] Speaker 1: anything happen online with schools. That's likely to happen anyway, right,
[14:57] Speaker 1: everyone's at school. It's not like they're doing exams from home.
[15:00] Speaker 1: I would be demanding oral assessments, more kids standing up
[15:03] Speaker 1: and learning how to articulate in front of an audience.
[15:06] Speaker 1: I think it's one of the most important skills they
[15:07] Speaker 1: can have anyway, Like for your student, your child, to
[15:09] Speaker 1: be able to do that, that's a powerful skill. And
[15:12] Speaker 1: we don't do enough oral stuff. And I'd be looking
[15:16] Speaker 1: for assignments that do not just require text output like
[15:20] Speaker 1: an essay or a lab report. I'd be looking for
[15:22] Speaker 1: assignments that require a demonstration of human involvement. They would
[15:28] Speaker 1: be the things that I'd be looking for. My sense
[15:31] Speaker 1: is that a lot of teachers are just horrified by
[15:33] Speaker 1: what's happening, but they feel completely and utterly powerless. But
[15:37] Speaker 1: that's the standard, and I think schools should be held
[15:38] Speaker 1: to it.
[15:39] Speaker 2: So I guess, ultimately, just like all of the challenges
[15:43] Speaker 2: that we have in family life, they're watching us, they're
[15:46] Speaker 2: watching how we're interacting with things, and AI is no different.
[15:50] Speaker 2: Whether it's social media technology in general or artificial intelligence.
[15:55] Speaker 2: It's an opportunity for us to just take stock of
[15:57] Speaker 2: how we're using it and ensuring that where modeling a
[16:02] Speaker 2: positive experience for everybody.
[16:04] Speaker 1: Yeah, here's what's at stake. We are raising a generation
[16:07] Speaker 1: that may I don't want to sound too alarmist, I'm
[16:10] Speaker 1: going to say, may never learn to think critically. That's
[16:12] Speaker 1: probably going too far, but we're certainly handicapping their ability
[16:15] Speaker 1: to think critically, solve problems, independently, engage deeply with ideas.
[16:20] Speaker 2: But I don't think we can blame AI on that entirely.
[16:22] Speaker 2: I think that that's been coming up for a long
[16:24] Speaker 2: time in our school system based on the current model
[16:27] Speaker 2: we're working with.
[16:28] Speaker 1: Yeah, yeah, no doubt. The challenge really though, is let's
[16:32] Speaker 1: get our kids thinking. So I would suggest this before
[16:34] Speaker 1: your child uses AI for anything, whether it's their schoolwork
[16:38] Speaker 1: or something they're writing, whatever it is, they just have
[16:40] Speaker 1: to attempt to themselves first, brain first, then AI. That's
[16:44] Speaker 1: the order always, and if they push back, just remind them.
[16:47] Speaker 1: The forklift lifts the weights, but you don't get stronger.
[16:50] Speaker 1: You choose do you want to think or do you
[16:53] Speaker 1: want a machine to think for you? Because once you
[16:55] Speaker 1: lose that ability to think, it's really really hard, to dive,
[17:00] Speaker 1: to refine it, to build on it. Okay, that's it
[17:03] Speaker 1: for today. Thank you so much for listening. We hope
[17:05] Speaker 1: that this has been an informative and encouraging conversation. The
[17:09] Speaker 1: Happy Family's podcast is produced by Justin Ruland from Bridge Media,
[17:12] Speaker 1: with Muhammed's providing additional support. If you'd like more offer
[17:15] Speaker 1: to make your family happy, visit happy families dot com
[17:17] Speaker 1: dot au

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