一丹奖创办人陈一丹博士于当地时间4月17日,参加了于美国圣迭戈举办的ASU+GSV全球教育科技峰会，并在峰会上发表以"从知识到智慧：教育为未来"为主题的主旨演讲。以下为演讲的中文及英文内容。
　　尊敬的各位嘉宾、女士们、先生们：
　　今天很高兴来到圣迭戈，参加 ASU+GSV 全球教育科技峰会。在这个充满机遇和挑战的时刻，与各位共同探索教育创变，探索教育将如何面向未来，深刻思考“从知识到智慧”的演进。

　　我们的世界瞬息万变。21世纪20年代初的岁月，将因波澜动荡而永被铭记：极端天气频发，令全球变暖日益凸显；新冠疫情肆虐，令世界累累伤痕；全球供应链摇摇欲坠；而机器则开始自我思考。
　　教育系统本应是破局的关键所在，却在挑战面前难以振作应对。
　　颠覆性的技术变化总让人措手不及。虽然我们已经为人工智能的突破进展做了很多准备，但当 ChatGPT 和刚出现的 GPT-4 迅速改变教学互动时，我们还是难以适应。因此，人们对于将先进 AI 引入学校存在严重分歧，有人赞成，有人反对。
　　许多领先的教育系统出于本能反应，排斥可能带来不确定性的新技术。
　　然而，也有人拥抱技术的最新进展。萨勒曼·可汗(Sal Khan)先生不久前宣布了由 GPT-4 驱动的 Khanmigo，并向一定数量的教育工作者和学生开放，充分发挥 AI 助手的作用，同时确保道德风险可控。 OpenAI 创始人山姆·阿尔特曼(Sam Altman)先生今晚将在线上参会，也期待听到他对 GPT 教育应用的看法。
　　封禁是面对新技术的膝跳反射，抵制先进技术在教育中的应用是徒劳的，我们应该可以做得更好。
　　未来已来，不管你喜不喜欢。否认未来并非谨慎之举，只能暴露两点：首先是前喻时代教育体系的尴尬——面对 ChatGPT ，年轻一代比我们适应得更好。其次，人类害怕来自智能机器的竞争。
　　说到这儿，我问这个风头正劲的聊天机器人，它如何看待当今的教育体系，对改进这一体系有何建议。以下是我们的聊天记录。

　　我向 GPT4 提出了同样的问题，它的回答内容更丰富，增加了三个观点，即课程相关性、幼儿教育和高等教育/工作准备。
　　回答得很全面，是不是？所以我就往深处继续挖。

　　GPT-4 的回答更长，但观点基本类似。没关系，第三轮来了。

　　这个回答比较常规，但还是有亮点的。
　　你们觉得这些回答怎么样？我问了身边的朋友，他们的看法正反都有。有的惊叹于机器的思路和表达能如此井井有条，也有的说觉得回答得可以更有原创性一些、不够深刻。
　　回想我自己和我的朋友与 ChatGPT 的对话，除了惊艳于其与人类水平接近的表现之外，我有两个思考。
　　首先，知易行难。对于当前教育体系中的缺点，识别固然容易，如何纠正却难。AI的回答内容广泛且深入。它给出的建议也很中肯，显然都是正确的。
　　但这些难题依然存在。不是因为我们不知道如何解决，而是因为所提出的解决方案通常很难在现实世界中实施。
　　数字世界的进步，如果不被我们接受、不被现实世界中教育系统的利益相关者全心全意地接受，将不会产生任何结果。
　　其次，知难行易。反过来看，为什么这些困难仍然存在，是因为我们仍然没有意识到根本原因，基于认知的不同，一些学校禁止了 ChatGPT ，而另一些学校则欣然接受。
　　解决意见分歧的更好方法，是在现实生活中实践看看。面向未来的教育，应该将 ChatGPT 和其他重大技术进步，与我们的日常生活和工作联系起来。适应这些技术，不仅对仍在学校的学生来说是紧迫的，而且也是终身学习中越来越重要的因素。
　　从上面的思考可以得出，无论技术进步到哪里，教育的本质是人性、是美德。
　　东西方先哲们的智慧是一致的。儒学经典《大学》开篇即言“大学之道，在明明德，在亲民，在止于至善”。苏格拉底主张首先要培养人的美德，教人学会做人，成为有德行的人。
　　在这个瞬息万变的时代，一些人类独有的能力和美德从未如此重要。创造力、领导力和毅力，这些当今教育十分关注的核心特征和能力，在未来只会更加重要。
　　创造力，想象不可想象的；相信难以置信的；思考不可思议的。自由意志的本质就是跳出思维的束缚，预期那些超越常规的场景。而统计模型难以处理的这些超常规场景，正是人类思维有优势的地方。
　　领导力，将人们团结在对于未来的积极愿景之下。当今世界日益两极分化，这种品质尤为珍贵。在这方面，机器无法替代人类的角色。有了强大的领导力，我们可以仔细监督人工智能在学校的应用，确保以合乎伦理、负责任和有效的方式使用人工智能。
　　毅力，作为一种独特的人类品质，是在追求长期目标时毫不动摇的决心和热情。坚毅源自人的精神力量，不同于机器不知疲倦的重复和演算。当生成式AI不断发展迎合用户时，人类坚毅的重要性愈发彰显。
　　这三者是培养出来的，而不是学来的。知识不能简单等同于智慧。教育如果只注重传授知识，就无法启迪受教者。
　　创造力、领导力和毅力不仅是教育的目标，也是发展教育体系本身所急需的品质。
　　发展教育是如此之重要，我们的路径是设立一丹奖，以表彰为教育研究和发展做出卓越贡献的个人或团队。
　　这么多年很多人问起，你关注的为什么是教育？我在一丹奖发布的时候曾经分享过：我的祖母虽然不识字，讲不出什么大道理，但认定读书很重要。她把我的父亲抚养成人，读了大学，过上了相当美好的生活。
　　每当我想到她，总是充满力量。
　　我相信教育的力量超越了个人层面。一丹奖即将迎来七周年。七年历程，紧张而富有成果，也更让我坚信，这是一条正确的道路。社会进步，归根结底靠教育。
　　一丹奖颂扬教育领域中创造力的典范
　　今天，一丹奖获得者阿南特·阿格瓦尔(Anant Agarwal)教授也在现场。他的 edX 成为在线教育的典范，使数百万学生享受到了便捷、实惠的在线学习机会。
　　以及卡尔·威曼(Carl Wieman)教授，他在过去二十年中致力于在 STEM 领域里推动新的教学方法。
　　还有新学校基金会(Fundación Escuela Nueva)的创始人兼董事薇奇·科尔波特(Vicky Colbert)女士，她是首位一丹教育发展奖得主。她敢于跳出原本的框框，以创新的组织和教学方式，为资源最匮乏地区的学生装备上 21 世纪所需的技能。
　　一丹奖赞赏教育领域中领导力的典范
　　在领导教育政策研究方面，我们有埃里克·哈努谢克(Eric A. Hanushek)教授，他的研究对发达国家和发展中国家的教育政策都产生了深远影响。
　　还有学习政策研究所的创始主席琳达·达林哈蒙德(Linda Darling-Hammond)博士，她致力于通过高质量的政策研究为每个孩子提供公平、富有成效的教育。
　　在相同使命的鼓舞之下，法兹勒·哈桑·阿贝德爵士(Sir Fazle Hasan Abed KCMG)创立了跨社区资源建设组织(BRAC)。在过去的半个世纪里， BRAC 帮助亚洲和非洲 11 个国家减轻贫困、为贫困人口争取更多权益。
　　卡罗尔·德韦克(Carol S. Dweck)教授对成长型思维的研究，不仅揭示了自信的力量，还启发了无数教育领域的研究者与实践者，其中包括一丹奖得主乌莎·戈斯瓦米(Usha Goswami)教授，她将成长思维理论与认知发展神经科学紧密联系在一起。
　　一丹奖致敬教育领域中毅力的典范
　　新教育实验发起人朱永新教授孜孜不倦，倡导随时随地学习的理念。
　　女性教育活动组织(CAMFED)的执行主席露西·莱克(Lucy Lake)及首席执行官安吉·穆里米尔瓦(Angeline Murimirwa)，始终致力于为撒哈拉以南非洲地区的女孩和妇女创造公平竞争的环境。
　　鲁克米尼·班纳吉(Rukmini Banerji)博士及其 Pratham 团队与政策制定者紧密合作，坚定不移地确保印度儿童从受教育的最初阶段就开始培养基本技能。
　　拉里·赫奇斯(Larry Hedges)教授，从成长于一个小村庄，到取得如今的斐然成就，这一历程体现了毅力和教育带来的无限可能。
　　除了一丹奖的获奖者，我们明师堂的一些成员也出席了今天的活动，其中包括全球社会企业家网络美丽世界(Teach For All) 的首席执行官兼联合创始人温迪·科普(Wendy Kopp)女士、以及托马斯·凯恩(Thomas Kane)教授。在创造力、领导力或毅力等美德方面，这些杰出人士往往是三者兼而有之。他们都是未来教育的代表，不单影响现在，更是面向未来。


(一丹奖明师堂成员)
　　创造力、领导力和毅力组成的力量三角，构筑了教育的内核。让我们有能力拥抱不可知的未来。
　　不久的未来世代，人们的行动和思考，可能会习惯于听一个更加了解自己的“它”。这样的时代不可避免地来了，而且“它”进步惊人。
　　拒之门外是不现实的。
　　只能积极与“它”共舞。“它”有脑的能力，这脑力可能将远超人类的临界值。但“它”没有心的智慧。这就需要人们心智不断提高。现在的社会，是基于每周工作五天的稳定制度。当某一天“它”迅速提升生产力，人们一个星期只要工作两个小时，余下的时间用来干什么呢？同时，“它”还会将社会上所有的善恶、美丑、真伪、是非都悉数放大。所以长期来看，人类要有一个适应“它”的社会制度。
　　因此，教育在于培养脑力的提升，更在于培养美德和爱己及人的心灵。未来的教育之路，就是知识到智慧之路。
　　这就是我的思考。
　　教育的未来是什么？教育的终点指向何处？演讲的结尾，我又回到 ChatGPT 寻求一些火花。

　　它列了三个视角来回答这一题，一个是个人视角、一个是社会视角、一个是哲学视角。
　　但真正吸引我的，是它写的最后一段。

　　这一次，我完全同意。
　　谢谢!
　　Knowledge to wisdom: Educate for the future
　　Distinguished guests, ladies and gentlemen,
　　It is my great pleasure to be here in San Diego at the ASU+GSV Summit. In this time of great opportunities and challenges, as we explore together how to navigate the changing landscape of education, it is essential to explore how to educate for the future and contemplate the evolution from knowledge to wisdom.
　　The world around us is constantly changing. And the first few years of early 2020s will be remembered as extraordinarily turbulent. Extreme weather is now the hallmark of climate change; a pandemic has scarred the world; the global supply chain is unraveling; and machines start to think.
　　Education system, while supposedly to be part of the solutions, is largely unable to pull itself together to meet these challenges.
　　Some of the disruptive changes are meant to caught us off guard. No matter how long we have prepared for the potential breakthroughs of artificial intelligence, few of us had expected that ChatGPT and GPT-4 lately, could change the dynamic of in-class teaching so much so fast. As a result, we are deeply divided on applying advanced AI in schools, with some in favor of it while others against it.
　　Many of the leading education systems yield to their instincts and reject technology that may bring uncertainty.
　　Others embrace the new development of technology. Mr Sal Khan recently announced the GPT-4 powered Khanmigo and opened to a selected number of educators and students, to make the full of AI assistant while assure the ethical risks would be minimized. Mr Sam Altman, founder of OpenAI will join us virtually tonight. It would be good to know his take on educational application on GPT.
　　Banning is a knee-jerking reaction. Holding back the applications of technological advances in education is futile. We should do better than this.
　　The future is here, whether we like it or not. Denying it is not a precaution but reveals only two things. The first is the awkwardness of teaching in the prefigurative era: the younger generation may have an upper hand in dealing with bots like ChatGPT. The second is how much we fear of competition from a smart machine.
　　That said, I asked the sensational chat bot about how it views today’s education system, and how to improve it accordingly. The following is our little conversation.

　　I raised the same question to GPT-4, which provided a richer answer, adding three more points, namely curriculum relevance, early childhood education, and higher education/work preparation.
　　Quite comprehensive, isn’t it? So I dig a little bit deeper.

　　The answer from GPT-4 is longer, but points are quite similar. Never mind, here comes the third round.

　　This one is a bit loose, although not without some flair.
　　How would you like those answers? I asked some of my friends, their feeling is mixed, some were amazed by its well-organized ideas and expressions, others said they expected something more original and with more depth.
　　Pondering upon my own small encounters with ChatGPT and those of my friends, aside from the awe of its humanoid performance, I have two thoughts in mind.
　　First, it is easy to say but hard to do. For flaws in current education system, it is easy to identify but hard to fix. What the bot told me is quite extensive and deep. Its suggestions are also genuine and apparently right.
　　Yet, these hardships remain. Not because we don’t know how to solve them, but because the proposed solutions are often quite hard to implement in the real world.
　　Advances in the digital world, if not full-heartedly embraced by us, by stakeholders of education systems in the real world, will lead us nowhere.
　　Second, it is easy to do but hard to understand. The flip side of the first point, is that these difficulties remain because we are still unaware of the underlying causes. Based on this lack of understanding, some schools banned ChatGPT, while others embraced it.
　　A better way to resolve divide of opinion, is practicing in real life. Education for the future, should bridge ChatGPT and other major advances in technologies, with our everyday life and work. Adapting to these technologies is not only urgent for those still in school, but also an increasingly important element for lifelong learning.
　　The essence of the two thoughts, is that no matter how far technology takes us, the core of education is humanity and virtue.
　　The wisdoms of Eastern and Western sages align harmoniously. The Confucian classic, The Great Learning, begins with, “the way of great learning consists in manifesting one's bright virtue, loving the people, and stopping in perfect goodness.” Similarly, Socrates advocated for cultivating virtues first, teaching, and guiding people to be individuals of moral character.
　　In this era of rapid change, some virtues that are uniquely human have never been so vitally significant. Creativity, leadership, and grit, the characteristics and capabilities that are at the center of today’s education, are much desired in the future.
　　Creativity is to imagine the unimaginable, believe in the unbelievable, and think the unthinkable. The essence of free will is to expect the outliers, thinking out of the box. Outliers, which are hard to catch by statistical models, are where human is superior.
　　Leadership is to unite people under a common positive vision of future. This is the much-needed virtue in today’s increasingly polarized world. We can’t rely on machine to do our job in this prospect. With the right leadership, we can carefully monitor the application of AI in schools to make sure it is used ethically, responsibly, as well as effectively.
　　Grit, a distinct human quality, embodies unwavering dedication and passion in pursuing long-term aspirations. Unlike machines that tirelessly perform repetition and calculation, grit stems from the human spirit. When the evolving landscape of generative AI catering to users, the significance of human grit shines through with great value.
　　These three qualities are nurtured rather than learned. Knowledge cannot simply be equated to wisdom. Education if only focuses on knowledge delivery, will fail to enlighten their recipients.
　　Creativity, leadership, and grit are not only the goal of education, but the much-needed qualities for education itself.
　　Developing education is so important, and our approach is to establish the Yidan Prize, which recognizes individuals and teams who have contributed significantly to education research and development.
　　I was often asked why I chose education as the focus. I had shared some personal experiences at the Launch Ceremony of the Yidan Prize. My grandmother was illiterate, but she believed strongly in education even though she didn’t articulate that in words. She managed to raise a son, my father, who made it to university and then went on to live a fairly pleasant life.
　　She was an inspiration to me.
　　Still, I believe that the power of education extends beyond an individual level. Soon will be the seventh anniversary of the Yidan Prize. The seven-year journey has been intense and fruitful. This the right path to take. And the conviction that education is the ultimate driving force for social progress, is so true to me.
　　In the Yidan Prize, we celebrate creativity in the education sector.
　　We’re joined today by the Yidan Prize laureate Professor Anant Agarwal, his edX has set the bar for accessible, affordable online education benefited millions of students.
　　And by Professor Carl Wieman, an accomplished physicist who spent the past two decades pioneering new pedagogies in STEM education.
　　And Ms Vicky Colbert, founder and director of New School Foundation (Fundación Escuela Nueva), the very first laureate for Education Development. Thinking outside the box, her way of organizing and teaching equips students from the most resource-constrained regions with 21st century skills.
　　In the Yidan Prize, we applaud leadership in the education sector.
　　In leading the education policy research, we have Professor Eric Hanushek, whose research has influenced education policies in both developed and developing countries.
　　And Dr Linda Darling-Hammond, the founding president of the Learning Policy Institute, strives to enable equitable and empowering education for each and every child through high-quality policy research.
　　Sir Fazle Hasan Abed KCMG, inspired by the same mission, founded BRAC, a network helped alleviate poverty and empower the poor across 11 countries in Africa and Asia for the past half century.
　　And Professor Carol Dweck, whose research on growth mindset not only revealed the power of believing in oneself, but also inspired numerous fellow researchers and practitioners in the education sector, including another Yidan Prize laureate Professor Usha Goswami, who linked the growth mindset theory to cognitive developmental neuroscience.
　　In the Yidan Prize, we salute educators with grit.
　　Professor Zhu Yongxin, founder of New Education Initiative, tirelessly promoted the idea of learning anywhere and everywhere.
　　Ms Lucy Lake and Ms Angeline Murimirwa, the Chair of the Executive and CEO of the Campaign for Female Education, or CAMFED, relentlessly working on leveling the playing field for girls and women across sub-Saharan Africa.
　　Dr Rukmini Banerji and her Pratham collaborates with policymakers to unswervingly ensure children in India develop foundational skills from the earliest days of their education.
　　Professor Larry Hedges—his personal journey from a small village to a highly accomplished career exemplifies the power of grit and the potential of education.
　　In addition to the Yidan Prize laureates, some members of our Council of Luminaries also attended today’s event, among them, Ms Wendy Kopp, CEO and Co-founder of Teach For All. And Professor Thomas Kane. Each and every one of those leading figures mentioned above excels in more than one category of creativity, leadership, or grit, often a combination of all three. They are the representatives of educate for future. Their influence is not only present, but into the times to come.
　　Creativity, leadership, grit, the triangle of strength forms the essence of education, empowering us to embrace the unknown future.
　　In the near future, we may increasingly turn to an “it” that understands us better than ourselves for guidance in our actions and thoughts. The arrival of such an era is inevitable, and its progress is astonishing.
　　Denial would be futile.
　　Instead, we must dance with it. While it possesses brain power that may far surpass human limits, it lacks the wisdom of the heart. This calls for the continuous development of human wisdom. Our current society operates on a stable system of a five-day work week. If the day comes when “it” rapidly boosts productivity, reducing our work hours to just two per week, how will we spend the remaining time? Meanwhile, “it” will magnify all the virtues and vices, beauty and ugliness, truth and falsehood, and right and wrong present in society. In the long run, humanity needs a social system that can adapt to “it”.
　　Therefore, education is not only about fostering brain power but more about nurturing virtues, self-love, and love for others. The future path of education is a journey from knowledge to wisdom.
　　What is the future of education? Is there an endpoint? To conclude this speech, I went back to ChatGPT for some ideas.

　　The bot outlined three perspectives, one personal, one societal, one philosophical.
　　But it was the concluding paragraph that truly captured my attention.

　　This time, I totally agree.
　　Thank you!