Embracing the Irreplaceable: The Role of Neurodiversity in Cultivating Human-AI Symbiosis in Education

Authors

Piper Hutson, Lindenwood UniversityFollow

Abstract

This study investigates the indispensable role of human skills—such as empathy, ethical judgment, and nuanced understanding—in the development and application of artificial intelligence (AI) within higher education, highlighting the unique contributions of neurodivergent perspectives in creating a symbiotic human-AI relationship. Drawing upon research that evidences the superior performance of diverse teams in creativity and innovation, the paper argues for the integration of neurodiversity into AI development as a means to address the philosophy of 'fearing the Other,' thereby mitigating biases and fostering ethical AI interactions. The technology sector's adoption of Diversity, Equity, and Inclusion (DEI) programs, including biopsychosocial interventions and environmental adaptations to support the neurodivergent workforce, serves as a model for higher education. By leveraging the estimated 15-20% of the global population which is neurodivergent, this approach not only aims to alleviate the employment disparities faced by neurodivergent individuals, but also enriches the ethical and innovative capacities of educational AI systems. This concise analysis advocates for an educational technology landscape that not only replicates human intelligence but also embodies human values, thanks to the invaluable contributions of the neurodivergent community.

Recommended Citation

Hutson, Piper (2024) "Embracing the Irreplaceable: The Role of Neurodiversity in Cultivating Human-AI Symbiosis in Education," International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM: Vol. 2: Iss. 1, Article 5.
DOI: https://doi.org/10.62608/2831-3550.1020
Available at: https://digitalcommons.lindenwood.edu/ijedie/vol2/iss1/5

Date

4/13/2023

Comments

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