A recent viral essay from the New Yorker details the virtual market lock Google and other AI companies have quietly, some might say underhandedly, gained on the coveted and highly vulnerable K-8 public school population.
While we’re watching oil prices, the border invasion, and trying to feed our families, Big Tech is already fully insinuated into the school system — via long-standing, highly corrupt but technically legal arrangements between corporate-industrial capital and the U.S. Department of Education.
John Taylor Gatto, the legendary New York schoolteacher, best-selling author, and titan in the struggle for human dignity, once warned, “Schools were designed … to be instruments of the scientific management of a mass population. Schools are intended to produce, through the application of formulae, formulaic human beings whose behavior can be predicted and controlled.”
Lifelong customers are tough to create, unless you indoctrinate them.
He was correct, of course. And so the penetration of AI and Big Tech into public schools shouldn’t be a surprise. Rather, it is inevitable — as AI and Big Tech share many of these original ideas related to the management of human beings via cybernetics and technocracy. It’s almost as if the captive audience of young children was put into place to wait for the final insinuation of ultimate control through dumbing-down technology.
Consider the experience recounted in the New Yorker by writer Jessica Winter, a mother herself: “Students at my eleven-year-old daughter’s public middle school began receiving new Google Chromebooks, and that is when I heard the tap-tap of the cloven hooves approaching our doorstep. The Chromebooks, which the students use in every class and for homework, came pre-installed with an all-ages version of Gemini, a suite of A.I. tools. When my daughter, who is in sixth grade, begins writing an essay, she gets a prompt: ‘Help me write.’ If she is starting work on a slide-show presentation, the prompt is ‘Help me visualize.’”
Lifelong customers are tough to create, unless you indoctrinate them at the most vulnerable and malleable stages of their lives. As our expectations have fallen concerning our social arrangements, companies like Google or Anthropic, in partnership with, say, Microsoft, are building a long play. They’re capturing the brand allegiance, building familiarity, and establishing “relationships” early — investments that will extend throughout life.
“No single company has a monopoly on A.I. in K-8 education,” Winter observes. But Google, thanks to its Chromebook, is well on the way.
“A report by the U.S. Public Interest Research Group noted that, by the last quarter of 2020, year-on-year sales of the device were up by 287%,” reports Winter. “In a national survey conducted by the Times last November, about 80% of K-12 teachers said that their districts use Chromebooks, which has created a vast captive market for Gemini and helped make A.I. in schools a near-universal prospect.”
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One senses a strange respect for the business acumen of these market virtuosos. After all, it wasn’t long ago that their “progressive” bona fides and “good person” ethos were fully accredited by the country’s all-too-well-established elite institutions. Those old habits and expectations die hard. But today the emerging picture concerning AI-forward Big Tech and our children’s minds, to say nothing of our own dwindling capacities, still remains too “conspiratorial” for most of the mass media apparatus.
However gingerly, Winter tiptoes toward the truth. She flags a new MIT study that concludes “the integration of LLMs into learning environments may inadvertently contribute to cognitive atrophy.” But again: Winter notes the study’s timid authors “appended an FAQ to the paper with instructions on how to discuss its findings,” begging readers not to use “the words like ‘stupid,’ ‘dumb,’ ‘brain rot,’ ‘harm,’ ‘damage,’ ‘brain damage,’ ‘passivity,’ ‘trimming,’ and so on.”
Even if we didn’t have countless studies decrying the potential and proven deleterious effects of AI — on adults! — we should, and could if we wanted, simply sit back and apply Gatto’s observations and warnings to the manner in which tax schemes and kickbacks have deluged the classroom with digital technology that seems built more to impair than inspire.
It isn’t at all up for debate as to whether the U.S. education system was purposely built to serve the needs of industrial capital for docile and compliant workers. We could, I suppose, debate the ethics of that government-corporate merger. But it has long been in effect.
What may still be debatable is whether we, as a people — we American are still a coherent people, right? — wish to radically amplify the depth and scope of that docility. The perverse logic at work in the unified sectors of American education, finance, technology, and government is geared for deeply anti-human outcomes. And those fed into the gears at a young enough age will never know any better.
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