Where should our education go?
On the Boundary of AI Innovation and Humanity

"Again, Asking the Way to School" is a vivid report on education from a current principal, delivered to students and teachers in our classrooms where AI teachers have taken the lead.
"Where do we stand now? Who are we, and for what purpose do we teach and learn?" The author asks himself these questions as he reflects on the "path of school."
And on behalf of students and teachers who are swimming in the era of technological innovation, I ask the question, “What kind of education would be like that utilizes AI without being driven by AI, and what kind of college entrance exam would be like that is for ‘students’ without being driven by the college entrance exam system?”
This book contains friendly answers to these questions.

“Schools should be communities of thought and philosophy that go beyond the realm of policy.
Schools should be communities where we share our lives, not places where we instill knowledge.
Students should be seen as beings who grow together, not as objects of competition.
“A teacher should not be someone who teaches the right answers, but a companion on the path that each student takes.”

Building on this philosophy of students and schools, the author offers a very realistic direction for curriculum, instruction, and assessment.
This book's greatest strength lies in its ability to go beyond simply declaring that education should be "people-centered" and offer practical alternatives for navigating the era of AI technological innovation.
The author, who ponders how to “become a teacher who sets a path for children today,” and thinks of “a teacher who sets a milestone, a teacher who looks after, understands, and protects students,” emphasizes that “all of a teacher’s teaching process should be an evaluation and feedback process,” and talks about creating “a classroom where teacher-led and student-led initiative interact.”
Above all, the author's detailed explanation of the "student-led project-based inquiry learning" proposed by the author, who aims to move toward "recovery education" rather than "separate education," stands out, and will be sufficient to serve as useful material for actual classes.

“Again, Asking the Way to School” is a book that all teachers and parents who are currently teaching children in our schools, as well as all educational policymakers and educational officials, must read.
Because the author offers advice on the most basic and fundamental things that our schools and education must not overlook in order to move forward during this time of confusion and great transition.”

This book is an existential, handwritten report on what we, as educators living today in the AI ​​era, a major shift in human civilization, and amidst the lingering challenges of college entrance exams, are losing and what we must protect.

--- From "Advice on Fundamentals Our Education Should Not Miss"

This book is kind and compassionate in that it provides specific guidance on how to conduct these classes and assessments.
Of course, the greatest virtue is the detailed discussion of how classes and assessments that center on students' lives and growth are possible within the current college entrance exam system and education system.

--- From "Delivering Deep Reflections on Classes and Assessment"

Movements change schools, change education, and mark milestones of change.
It is easy for administration to manage schools, formalize education, and remove the context for change.
I wrote this book with the intention of establishing a context for changes in curriculum, classes, and assessment centered on voluntary movement.

--- From the "Opening Remarks"

It should be ‘Teacher-led AI’, not ‘AI-led teachers’.
Schools today are experiencing a technology overload.
You must have the power to judge what is more important and essential.
As we reflect together on the very reason for the existence of schools, we see that "people" must always be present at the beginning, process, and end of school education.

--- From "Where is Education Headed in the AI ​​Era?"

If we don't forget the classroom, and don't forget the perspectives of students, parents, and fellow teachers, I believe we can create a world of learning that's even more expansive by leveraging YouTube and AI assistant teachers.

--- From "Initiative, the Power to Save Schools"

Project-based learning is not about finding answers.
The goal is not to find answers and present them well, but to learn about yourself, the world, and put what you know into practice during the project process.
Project-based inquiry learning expands knowledge and experience by connecting self-awareness, understanding the world, rational judgment, and practice.

--- From "Student-led Project Exploratory Learning"

Evaluation must have the breath of learning in it.
A teacher is someone who discovers students' potential through assessment.
Evaluation should be about trust, not selection, and a commitment to growth.
A teacher's word is sometimes a stronger echo of the soul than a grade, and it gives us strength to live our whole lives.
--- From "Dialogue on Growth, the Reason for School's Existence"

AI can grade, but it can't read your breath.
Evaluation is a story, not a skill.
A student's life breathes in crooked handwriting, unfinished sentences, and clumsy thoughts.
It is not AI that reads that life, but the eyes and heart of the teacher.
The future is about people, not scores.

--- From “Imagination and Questions about Evaluation, the Future of Evaluation”