Economist Thomas Sowell Warns of Educational Decline Creating "Artificial Stupidity" in AI Age

Renowned economist and social theorist Thomas Sowell has issued a stark warning regarding the state of modern education, asserting that current pedagogical practices risk undermining civilization by fostering what he terms "artificial stupidity" amidst an era of advanced artificial intelligence. The comment, widely shared on social media, underscores Sowell's long-standing critiques of the educational system. Ours may become the first civilization destroyed, not by the power of our enemies, but by the ignorance of our teachers and the dangerous nonsense they are teaching our children," Sowell stated in the widely circulated tweet. He further elaborated, "In an age of artificial intelligence, they are creating artificial stupidity." This powerful statement highlights his concern that while technology advances, human intellect, as shaped by education, is regressing. Sowell has consistently argued that many educational institutions prioritize ideological indoctrination over the development of critical thinking skills. In his 2003 column, also titled "Artificial Stupidity," he wrote that schools are "producing artificial stupidity, in the sense of ideas and attitudes far more foolish than young people would have arrived at on their own." He contends that this approach leaves students unprepared to navigate complex issues and susceptible to manipulation. His criticisms, detailed in books such as "Inside American Education" and "Charter Schools and Their Enemies," often target public school systems, teacher unions, and educational bureaucracies. Sowell advocates for reforms that emphasize academic outcomes and accountability, believing that the current system often fails to serve the best interests of students, particularly those from disadvantaged backgrounds. He has previously stated that schools should "teach you how to think, not what to think." The economist's remarks resonate with ongoing debates about educational quality, curriculum content, and the role of schools in society. His perspective suggests a direct link between the perceived failures of contemporary education and a broader societal decline, contrasting sharply with the rapid advancements seen in fields like artificial intelligence.