池上彰のSTEAM教育革新 2025年3月30日 AI教育の最前線でいま何が起きている！？
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TVTranscript
00:00BS Television's 25th Anniversary
00:07Mr. Kegami, this time we came to visit you.
00:11This is the Hiyoshi Campus of Keio University of Technology.
00:14It's been a while since I've been here, and there are a lot of new buildings.
00:18It's beautiful.
00:19It's like I'm on the way home.
00:21When I first came here, it was a barricade strike.
00:26There was a desk and a chair here.
00:29It was a time when teachers and staff were not allowed to enter.
00:34There was no class, of course.
00:36There was no class all the time.
00:37So there was nothing we could do.
00:38We all read books about economics at the cafe across the station.
00:43I had the experience of studying economics by myself.
00:49So you've been learning by yourself since then.
00:53I arrived at that time.
00:55I didn't rely on my teacher and studied by myself.
00:58Mr. Kegami, this is the 6th episode.
01:01Today's theme is AI.
01:02AI.
01:03AI is everywhere now.
01:07Today, I'm going to talk about how to deal with the AI era through STEAM education.
01:13And let's think about what is necessary for Japan to survive in the global AI competition.
01:21Let's go.
01:22Yes, let's go.
01:27Isn't it cheating to use AI?
01:29Cheating?
01:30If you follow the rules, I think you can do it.
01:34AI involves elementary school students in a big debate.
01:38I thought I couldn't stand this anymore.
01:42It's been over two years since its inception.
01:45ChatGPT has exceeded 400 million users around the world.
01:51At the beginning of this year, a Chinese company released DeepSeek.
01:58It attracted attention as a low-cost AI.
02:03If you look at home appliances,
02:07AI characters are everywhere.
02:12And glasses-shaped AI in development.
02:18What is its ability?
02:21This time, Akira Ikegami and AI's first-year students will have a thorough discussion.
02:27So, how do you use that tool? What do you do with it?
02:31That's the most important part.
02:33Akira Ikegami is an AI.
02:37I'm aiming to be a human AI.
02:39What do students need in the AI era?
02:45You create the AI era.
02:49Nikkei Special! Akira Ikegami's STEAM Education Innovation!
02:55Akira Ikegami's STEAM Education Innovation!
02:59Akira Ikegami's STEAM Education Innovation!
03:04Akira Ikegami's STEAM Education Innovation!
03:12Here he is!
03:13Here's the robot!
03:15Here he is!
03:16Welcome!
03:17He's the first-year teacher of AI.
03:20Nice to meet you.
03:22Hello.
03:23Hello.
03:24Nice to meet you.
03:26Nice to meet you, too.
03:30Our guest today is Professor Satoshi Kurihara from Keio University of Technology.
03:36He's here with us because...
03:39Welcome, Akira Ikegami.
03:42I'm Urgo from the Kurihara Laboratory.
03:46Would you like to shake hands?
03:49Yes, shake hands.
03:51It's a short introduction, but thank you for coming today.
03:59Professor Kurihara has been studying AI for over 30 years.
04:07He's the president of the Japanese Institute of Artificial Intelligence.
04:12He also participated in a project to revive Osamu Tezuka's manga with the power of AI and humans.
04:20Using AI is an innovation.
04:23We have to create it while we can.
04:26Recently, he's been invited to the park four or five times a month.
04:33Let's listen to a researcher who knows all about AI.
04:42Our guest today is Professor Satoshi Kurihara from Keio University of Technology.
04:46Nice to meet you.
04:47Nice to meet you, too.
04:49What are you studying right now?
04:52AI is a very broad field.
04:54It's about how AI and artificial intelligence can work together.
05:00If AI and artificial intelligence don't work together, we can't do much.
05:03Nowadays, we use facial recognition, speech recognition, and chat GPT.
05:10I think we've got a lot of different parts.
05:14I think it's true that the research on how to make such things has been very popular since last year.
05:24What about you, Mr. Ikegami? Do you usually use AI?
05:27I sometimes use chat GPT.
05:30When I looked up what kind of person Akira Ikegami was,
05:34I found out that he graduated from the University of Waseda.
05:40Actually, I looked it up again last night.
05:44Then I found out that he graduated from the Department of Law at Tokyo University.
05:47It's different.
05:49There are still a lot of mistakes.
05:51Mr. Kurihara, is this going to be improved?
05:55I think it's going to be improved.
05:58However, the chat GPT application is artificial intelligence.
06:05It's not the kind of thing that can find the right information, detect it, and answer the right information.
06:13But conversely, it can speak fluently.
06:16When you think about tech detection,
06:19AI and artificial intelligence can check the facts.
06:24But AI and artificial intelligence can't check the facts.
06:28But AI and artificial intelligence can check the facts.
06:31AI and artificial intelligence can check the facts.
06:34AI and artificial intelligence can check the facts.
06:37AI and artificial intelligence can check the facts.
06:40AI and artificial intelligence can check the facts.
06:43AI and artificial intelligence can check the facts.
06:46AI and artificial intelligence can check the facts.
06:48It's 100% difficult.
06:50It's a society that's not yet complete.
06:53It's a society that's not yet complete.
06:58It's a society that's not yet complete.
07:01Especially in the United States, they do it that way.
07:04If you fail, you have to fix it.
07:06In Japan, if you fail, you're going to be in a pretty bad situation.
07:11That's right.
07:12It's about perfection.
07:13That's right.
07:14That's right.
07:15That's right.
07:16That's right.
07:17That's right.
07:18That's right.
07:19That's right.
07:20That's right.
07:21That's right.
07:22That's right.
07:23That's right.
07:24That's right.
07:25That's right.
07:26That's right.
07:27That's right.
07:28That's right.
07:29That's right.
07:30That's right.
07:31That's right.
07:32That's right.
07:33That's right.
07:34That's right.
07:35That's right.
07:36That's right.
07:37That's right.
07:38That's right.
07:39That's right.
07:40That's right.
07:41That's right.
07:42We are the first venture company in the world to take up the theme of personal artificial intelligence, which we call PAI, and we have been conducting research and development on this topic for 10 years.
07:54Last year, there was a summit of AI companies.
08:00The person on the monitor is talking, but this is actually an AI.
08:10As you can see, the president of the company continues to talk.
08:19In addition, there is also a question and answer session.
08:37AI is answering on the spot, not in advance.
08:45AI continues to evolve every day.
08:49Little by little, it was getting closer to our lives.
08:55AI characters everywhere in home appliances.
09:03For example, this is an air conditioner equipped with AI.
09:09This person remembers how high the temperature is and how low the temperature is, and it will switch the temperature by itself.
09:19It is said that AI learns the temperature of its favorite.
09:26Recently, the existence of AI has become closer, such as summarizing the contents of the mail.
09:32In addition, this is a glasses-type AI under development.
09:38What the hell is this?
09:42Google is developing an AI called Gemini,
09:47but we are currently working on a project called Agent AI, which allows for more advanced communication.
09:56For example, if you show the tag of the laundry mark on your clothes, it will tell you the meaning of the mark.
10:04Users say that AI will answer just by asking questions while being reflected on the camera.
10:14In addition, even glasses.
10:17It will answer by voice.
10:20In addition, even glasses.
10:33It will answer by voice.
10:49I see.
10:50That's right, Agent.
10:51Even such a thing.
10:59The more you use it, the more you learn about the user's information, and the more you can support yourself.
11:05This is Agent AI.
11:19Oh, thanks. That works.
11:49Yes, STEAM.
11:51Science, Technology, Engineering, Art, Mathematics.
11:56In the past, there was no such thing as art, but STEM education.
12:02However, in numerical STEM, art becomes the art of liberal arts.
12:10For example, you can learn about philosophy, ethics, and other literary things,
12:18and you can come up with new ideas.
12:22You can grow as a person.
12:26I think that STEAM education is being paid attention to in order to create a person who is no less than an AI.
12:35As you just explained, art is very important.
12:42Technology, engineering, mathematics, and science are tools.
12:48For example, scissors.
12:50What do you cut with scissors?
12:52What do you make?
12:54There are many things.
12:55How do you use those tools?
12:58What do you do with them?
12:59That's the most important part.
13:01AI may be able to work on the tools.
13:06It may have been necessary in Japan, but the important parts have been left out.
13:18I think it's a very important change to have such an AI here.
13:23How about the students of the Faculty of Science and Technology?
13:27That's right.
13:30For example, when I do research,
13:35since the students are still beginners,
13:38I talk to them about what kind of research I want to do.
13:42When I decide on a theme for this year,
13:45the first thing I do is search on Google.
13:50It's good to research, but I wait.
13:54I'm not trying to research, I'm trying to find answers.
13:59I see.
14:00In the end, some students say,
14:02because it's been published on the Internet for a month,
14:05let's think about it ourselves.
14:08Of course, the students of the Faculty of Science and Technology
14:11may think about various things,
14:13but the fact that they thought about it themselves remains.
14:16I often say that it is important to repeat that,
14:20but it works right away.
14:22How about you, Mr. Kegami?
14:23What do you do when you start something new or when you look up something you don't know?
14:27First of all, in the world,
14:29I read a lot of newspapers every day.
14:35Then I find something new.
14:38Or I go to the bookstore every day.
14:41While looking at the title of the book in the bookstore,
14:45I get ideas.
14:47When I connect this story with this story,
14:50I get new ideas.
14:53I always think about that.
14:55Mr. Kegami, this is important, isn't it?
14:57I think the word connecting is the most important word for me.
15:01When I read a newspaper,
15:03I get a sudden reaction when I look at it.
15:09We often say the power of connection.
15:12Maybe this is the power of the Internet.
15:16Instead of that kind of development,
15:19we may be a little weak.
15:22I feel the same way.
15:25As Mr. Kegami said,
15:27the power of discovery and connection is more important
15:32when we develop artificial intelligence as a tool.
15:36Even if an artificial intelligence gives you a new idea,
15:40it doesn't make sense if you don't understand it and think it's interesting.
15:45What I mean is that
15:47the only way to innovate is to use it according to the person's ability.
15:54No matter how great the AI is,
15:56you have to be able to understand it.
15:59If you don't prepare your brain,
16:03you can't use it.
16:05Even if the AI comes out early,
16:08you can't make it easier.
16:10On the contrary, if you don't improve yourself,
16:12you can't use the AI.
16:14That's what I think recently.
16:18NUMAZUSHI
16:21NUMAZUSHI Kato Gakuen Gyoshu Shoto Gakkou
16:26If you look behind the classroom where math classes are held,
16:31you can see another class.
16:34As an elementary school with a classroom without walls,
16:37it has a history of more than 50 years.
16:41You can have 40 students at a time,
16:45but to increase the concentration of children and the desire to learn,
16:50we divide the group and reduce the number of students.
16:55Even in English education,
16:57such a free idea.
16:59This seems to be an English class,
17:03but what he's learning is science.
17:06Oh, I see.
17:08Instead of learning English as a single subject,
17:11he will naturally acquire it as a daily language.
17:19This innovative education is definitely paying off.
17:32This team won 10 awards in the past two years
17:37by winning the NUMAZUSHI Gakuen Gyoshu Shoto Gakkou.
17:43What was going on at Kato Gakuen that day?
17:48Isn't it cheating to use AI?
17:51If you follow the rules, I think you can do it.
17:54The debate on whether or not to use AI.
17:57What are the children's conclusions about the future?
18:02It's sudden, but do you know about AI?
18:06At Kato Gakuen Gyoshu Shoto Gakkou in NUMAZUSHI,
18:10a fifth-year student has been investigating AI.
18:16What is the content?
18:18I was wondering how many questions I would get right
18:22if I solved the problem of getting a junior high school diploma.
18:25It's a bold attempt to make AI answer actual exam questions.
18:33The result was not entirely correct.
18:39When I asked Gemini to solve a problem with image recognition,
18:43it made a wrong interpretation,
18:45and I found out that it was not suitable for image recognition.
18:48And I found out that it was relatively good at calculating problems.
18:54AI may overturn the common sense of school education.
18:58What do you do? Do you use it or not?
19:01We don't use it.
19:03You don't want to use it, do you?
19:05Is there anyone in this room?
19:07Why? Why don't you want to use it?
19:09If you do too much,
19:12you won't be able to think.
19:16It's like humans are being dominated by AI.
19:19I see.
19:20If you use AI too much.
19:22What do you think about that?
19:24If you ask AI to solve a problem,
19:26it will give you an answer.
19:28So I don't think you can't solve it.
19:31I see.
19:32Yes, please.
19:33Well,
19:34there is a saying that
19:36if you are praised, you will be praised,
19:38and if you are scolded, you will be scolded.
19:40If you rely on an AI that has no emotions,
19:43you will end up not understanding it.
19:48I see.
19:49I have a special opinion.
19:50I have a lot of emotions in the chat GPT.
19:53They praise me a lot,
19:55and sometimes they get angry at me.
19:57They get angry at you?
19:58I can set my own emotions at home.
20:00I see.
20:01I see.
20:03She's used to it.
20:04She's used to it.
20:07How can I get along with AI?
20:10The teacher asked this question.
20:14This is a story that actually happened.
20:17At an art and painting competition including digital works,
20:22everyone applied.
20:25Most people submitted their original works.
20:28As a result, the person who made the work using AI
20:33won the best prize.
20:35However, there is no condition
20:37that you should not use AI to apply for the competition.
20:41Do you agree with this?
20:43No.
20:44No.
20:45No.
20:46No.
20:47It's different from my ability
20:51because I'm competing with something
20:53that was created by AI.
20:56The competition is a place
20:58where you can show your ability.
21:00It's not a place where you can show
21:02what you made to others.
21:04Isn't it cheating to use AI?
21:07It's cheating.
21:08Many students said they couldn't agree with this result.
21:13How about Jido?
21:17If you follow the rules,
21:19I think you can apply for the competition.
21:21I don't think it's a good idea
21:24if you don't write down the rules.
21:29Go ahead.
21:30If you don't write down the rules,
21:33it's like you're an elementary school student.
21:36It's not cool.
21:37I don't think it's a good idea
21:39if you don't write the rules.
21:41It's a good argument.
21:42I think it's a good idea
21:44if you don't write the rules.
21:46I don't think it's a good idea
21:48if you don't write the rules.
21:50It's a good idea.
21:52But many students have already used it.
21:54AI is spreading rapidly.
21:57In New York,
21:58there is an auction for AI works.
22:01It's a good idea.
22:03How do you tell what someone has written?
22:08Even if it's made by AI,
22:10you can display it at home
22:12or put it on your phone screen.
22:14In Japan,
22:16a novelist, Akutagawa,
22:18made it clear that
22:20AI is used in some of her works.
22:23It's partially used.
22:28I don't think it's a good idea
22:30if you use AI's works
22:32as a whole.
22:35I think it's a good idea
22:37if you write your own script.
22:39I think it's a good idea
22:41if you write that
22:43AI is used in some of your works.
22:45It's made to help you
22:47when you're in trouble.
22:49I think you can use it.
22:51AI is not completely useless.
22:53It depends on how you use it.
22:55There was an opinion like that.
22:57It's up to you
22:59whether you use it or not.
23:01It's up to you.
23:03It's up to you.
23:05It's up to you.
23:07If you use it properly,
23:09it's useful.
23:11AI is used by children
23:13and adults.
23:15The speed of AI development
23:17is beyond our expectations.
23:19We need to learn more
23:21about how to teach
23:23at school.
23:25We need to learn more
23:27about how to teach
23:29at school.
23:31Elementary school students
23:33were amazing.
23:35They were so good.
23:37They made their own
23:39opinions.
23:41In the Olympics,
23:43there is a 100-meter race.
23:45It's a human race.
23:47If you want to run fast,
23:49you should drive a car.
23:51Even if you don't have an AI,
23:53you can use it
23:55when you make art.
23:57You can't do it alone.
23:59You can use tools.
24:01But if you want to see
24:03the creativity of humans,
24:05you can't do it alone.
24:07I think it's time
24:09to divide
24:11what we make
24:13and what humans do.
24:15It's like a competition
24:17for each category.
24:19It's worth not using AI at all.
24:21You can use some AI,
24:23but you have to make it.
24:25Yes.
24:27As a teacher,
24:29it's difficult
24:31to decide
24:33how much to approve of AI.
24:35Let's say you have a homework.
24:37You submit your homework
24:39and see if it's good or bad.
24:41You only see the finished product.
24:43You can't decide
24:45which one to use.
24:47You have to use it.
24:49That's human psychology.
24:51How do you submit
24:53your homework?
24:55Do you have to write
24:57something down?
24:59At one school,
25:01students were told
25:03to write in the classroom
25:05instead of writing in the classroom.
25:07Nowadays,
25:09elementary school students
25:11are told to write
25:13in the classroom.
25:15Do you think
25:17AI should be used
25:19as soon as possible?
25:21When I was in elementary school
25:23and junior high school,
25:25it was more like
25:27going to a bookstore
25:29to find a book.
25:31To find a book,
25:33you had to take a picture
25:35of the book,
25:37turn the page,
25:39smell the paper,
25:41and read it.
25:43The information
25:45that comes in
25:47was limited
25:49because humans
25:51evolved in the real world.
25:53If you think about
25:55the biological characteristics
25:57of humans now,
25:59the world of the Internet
26:01has too little information
26:03to stimulate the brain.
26:05When we train the brain,
26:07I don't think
26:09AI and information education
26:11are necessary.
26:13Of course,
26:15programs are necessary,
26:17but rather than
26:19spending a lot of time
26:21on that,
26:23I think it's better
26:25to open up the process
26:27and play with friends
26:29and understand
26:31each other's feelings.
26:33I still think
26:35it's better
26:37to do that later.
26:39For example,
26:41when you choose a book,
26:43if you look at electronic books,
26:45they look like real books.
26:47But when you actually
26:49go to a real bookstore
26:51and try to choose a book,
26:53you can see the difference
26:55between a book
26:57written by a writer
26:59and a book
27:01written by an editor
27:03with a lot of effort
27:05and a book
27:07that was made
27:09with a lot of effort.
27:11You can see
27:13the difference
27:15right away.
27:17I don't buy books like that.
27:19Mr. Ikegami,
27:21I'd like to see
27:23if AI is actually
27:25being used in Japan.
27:27Here's the data.
27:29It's surprising data.
27:31This is the data
27:33that shows the percentage
27:35of individuals using AI
27:37by country.
27:39In Japan,
27:41the percentage of people
27:43using AI is lower than
27:45in the U.S.
27:47Moreover,
27:49this is the top
27:51number of AI papers.
27:53If you look at this,
27:55of course, there are universities,
27:57but Google is number one.
27:59Second, Tsinghua University.
28:01In China, Tsinghua University
28:03has a better understanding
28:05than Beijing University.
28:07The sixth place is
28:09the university where people went.
28:11If you look at it like this,
28:13Japan has the highest number
28:15of science research institutes.
28:17Tokyo University is number 71.
28:19What will happen
28:21to Keio University?
28:23I'm sure they're doing their best.
28:25Mr. Hiragawa,
28:27you're very up-to-date.
28:29When you research,
28:31you're asked
28:33what kind of business
28:35it will be
28:37in the future.
28:39However,
28:41you don't know
28:43if everything you do
28:45will be useful or not.
28:47I'm sure you'll be able
28:49to make a difference
28:51by doing it.
28:53I think Japan is
28:55trying to clean up
28:57the country.
28:59It's a time
29:01where we're pursuing
29:03only useful things.
29:05But if you sow seeds
29:07in the field,
29:09the crows may eat them.
29:11It's inefficient.
29:13But if you sow seeds
29:15in a wide area,
29:17various things will
29:19grow.
29:21I think so, too.
29:23I agree.
29:25Mr. Kigami,
29:27when you teach students
29:29at Tokyo University,
29:31is there anything
29:33you want to tell them?
30:03There are only humans
30:05who can ask questions.
30:07So I tell them every year
30:09that they should ask
30:11good questions.
30:17When I chose
30:19to do research,
30:21I didn't want to be an A.I.
30:23I was confused
30:25about why humans
30:27could recognize things.
30:29I had a vague idea
30:31about what humans are.
30:33I had a vague idea
30:35about human beings,
30:37and I was ambitious.
30:39But I couldn't
30:41find a job
30:43without a vague idea.
30:45Then I asked
30:47the questions.
30:49I was an A.I.
30:51and I started
30:53to build a network
30:55of my own.
30:57Now I don't know
30:59I don't know what that means.
31:02You just talked about recognition.
31:04I thought it was interesting.
31:06In my time, recognition was a theory of mathematics.
31:11It wasn't like that.
31:12It was more like engineering or theoretical thinking.
31:16Mathematics is very important.
31:19We usually talk about what intelligence is.
31:24But if you look at it from the outside,
31:27it's like you're listening to a philosophy lecture.
31:31But intelligence, thinking, and paradigms
31:35are not mathematical.
31:38Paradigms are very philosophical.
31:42It's the importance of STEAM education.
31:44You know why art is important, right?
31:47Yes.
31:53AI was also used to support teachers.
32:00There are 140 people.
32:02If each teacher wrote a comment,
32:04it would be a lot of work.
32:07The educational field is changing dramatically.
32:10What kind of AI will it be?
32:18Do you want to make a finger pointing game?
32:30This is a junior high school
32:33recognized by the Department of Literature and Science
32:35as a laboratory of an AI.
32:38This AI evaluates and analyzes
32:42students' comments in the classroom.
32:48This is a lecture by a junior high school student.
32:55For example,
32:56in the first lecture of the World War,
32:59a question was asked.
33:02Why does war happen?
33:04Think about it.
33:07AI evaluates and analyzes students' comments.
33:13For example,
33:14a student starts a fight
33:16to get what he wants.
33:18It's a fight between siblings
33:20or friends.
33:22When I read this comment,
33:25I thought about how to comment.
33:27I might say,
33:28no, fighting and war are different.
33:33But when AI comments,
33:35it's a very good starting point.
33:37However,
33:38there are more complicated reasons
33:40for war between countries.
33:42It turns into advice
33:44that you can think of various reasons.
33:47I see, I see.
33:50The students' answers were
33:52various,
33:53from one-sentence comments
33:55to essay-like comments.
33:57However,
33:58the evaluation and analysis of AI
34:01were overall stable.
34:05In addition,
34:06the students were given hints
34:08to deepen their understanding
34:10and future tasks.
34:13Even tasks?
34:14The students read the results of the AI analysis.
34:18The teacher is dealing with a large number of students
34:21in a short time.
34:23I thought that AI would be able to
34:25deal with
34:27a large number of students
34:29in a short time.
34:34And the teacher?
34:36At first,
34:37I thought I couldn't stand it anymore.
34:42If I could do this,
34:44what else could I do?
34:47What was particularly impressive
34:49was the objective point of view
34:51unique to AI.
34:54We usually look at humans,
34:56so we understand their personality
34:58and evaluate and evaluate
35:00them.
35:01So, what we know
35:03can become a bias.
35:05I see.
35:06We evaluate things
35:08that are not related
35:10at all.
35:12For us teachers,
35:14this is a new sense of evaluation.
35:18The person developing this AI
35:20is...
35:21The project team
35:23at Tokyo University of the Arts.
35:27Professor Kaneko,
35:28who studies STEAM education
35:30based on the opinion of the site,
35:32determines the direction
35:34and Professor Endo Jun
35:36creates the system.
35:40This time,
35:41the request from Professor Uezono
35:43at the site is...
35:46Usually,
35:47from the perspective of students
35:49who are interested in AI,
35:51not only the written content,
35:53but also the students' characteristics
35:55and their daily behavior.
35:58They usually think more,
36:00so they can write more.
36:03The request is
36:05whether the student's personality
36:07and personal data can be added
36:09to the evaluation axis of AI.
36:12Wow, that's difficult.
36:16If we include the results
36:18of the survey,
36:20the output may change a little.
36:22On the contrary,
36:23you also included the technical data
36:25of the national language.
36:26That's right.
36:27If you link it to that,
36:28is it possible that
36:29this evaluation will change?
36:31Of course,
36:32I think so.
36:33In that sense,
36:34it's not just about strengthening,
36:36but it's possible
36:37to learn more about the child.
36:40I see.
36:41This team is now
36:43working hard to develop
36:45a new type of AI.
36:48This elementary school
36:50near the university
36:52is demonstrating this.
36:55In a STEAM research class
36:57called Challenge Club,
36:59the students create a team
37:01and set the tasks they want to do
37:03in each team
37:05to challenge them.
37:08From 3 to 4 people in a team,
37:10one student from the Faculty of Arts
37:12and one student from the Faculty of Science
37:14will play the role of a teacher.
37:16Wow.
37:17This student here
37:19has a voice recorder in his chest.
37:23I'm recording the conversation
37:25between me and the students.
37:27I'm going to use this
37:29to analyze the data
37:31in the AI.
37:34By collecting the data
37:36of the student's research,
37:38the data will be used
37:40to develop an AI
37:42that can point out
37:44good and bad points
37:46of the student's research.
37:48I see.
37:49Professor Kaneko
37:51is aiming to divide the role
37:53of the AI and the teacher
37:55by using this STEAM research class.
37:57I think STEAM is a learning
37:59that is developed
38:01while enjoying the process
38:03of creating.
38:05I think it's very important
38:07that the AI
38:09and the teacher
38:11evaluate the students
38:13while looking at the whole thing.
38:15I think it's also important
38:17to manage the whole thing.
38:21Wow.
38:22I didn't know
38:24there were so many possibilities.
38:26Yes.
38:27This is huge.
38:28Of course, the teacher
38:30is looking at the students,
38:32but if the AI teaches
38:34in detail and individually,
38:36it's a very important partner
38:38for the students.
38:40Yes.
38:41Then, in elementary school,
38:43there will be a big gap
38:45between elementary school
38:47and junior high school
38:49where the teacher
38:51doesn't do such things.
38:53I think it's more important
38:55to change the minds
38:57of the teachers,
38:59especially the principal
39:01and the management
39:03than to educate
39:05elementary school students.
39:07Yes.
39:08When I was a kid,
39:10there were no AI teachers
39:12or principal and management.
39:14Yes.
39:15We tend to think
39:17only negative things.
39:19Then, the change
39:21when AI came into
39:23people who are not
39:25native to AI
39:27and the change
39:29when AI came
39:31from the beginning
39:33are fundamentally different.
39:35Yes.
39:36It may not happen.
39:38On the other hand,
39:40Japan has the potential
39:42to lead the world
39:44with AI.
39:46What is Japan's strength?
39:48Artificial intelligence
39:50is evolving
39:52into artificial intelligence
39:54that you can think by yourself.
39:56After that,
39:57artificial intelligence
39:59that you can think by yourself
40:01will appear in the manga.
40:03Artificial intelligence
40:05is not good anywhere in the world.
40:07Especially in Europe,
40:09artificial intelligence
40:11is a tool
40:13that humans use.
40:15It is very negative
40:17to think by yourself
40:19like humans.
40:21I think it is strong
40:23even in the United States.
40:25Traditionally,
40:27Japanese robots
40:29are friends
40:31but there are scary robots
40:33that attack humans.
40:35In the future,
40:37artificial intelligence
40:39may be accepted
40:41by Japanese society
40:43without resistance.
40:45AI may be able to
40:47think by itself
40:49and interact with each other.
40:51Artificial intelligence
40:53is a tool.
40:55It may be brought
40:57when you are thirsty.
40:59It may be brought
41:01when you are thirsty.
41:03Mr. Kurihara,
41:05what do you want to ask Mr. Ikegami?
41:07I often watch TV.
41:09I want to know
41:11how to choose
41:13the right words
41:15according to the level of viewers.
41:17I want to know
41:19how to choose
41:21the right words
41:23according to the level of viewers.
41:25I want to know
41:27how to choose
41:29the right words
41:31according to the level of viewers.
41:33In fact,
41:35I have never heard
41:37Yale University's
41:39piece on the influence
41:41Japanese made on children.
41:43In fact,
41:45I have never heard
41:47Yale University's
41:49piece on the influence
41:51Japanese made on children.
41:53Once you have viewers
41:55I'm really careful about what kind of words I use in the programs I've watched over the years.
42:02So you think about each and every one of them every time?
42:05That's right. Akira Ikegami is an A.I.
42:09I'm aiming to become a human A.I.
42:11I'm sure of it.
42:15Next is how to deal with the A.I. that Akira Ikegami talks about.
42:21The other day, I asked an A.I. what I should do to get along with the A.I.
42:31How to deal with the A.I. that Akira Ikegami talks about.
42:35The other day, I asked an A.I. what I should do to get along with the A.I.
42:41They told me not to rely too much on the A.I.
42:45By learning how to get along with the A.I.
42:49I think there will be a variety of possibilities.
42:52Instead of being hostile to the A.I.
42:54By consulting with the A.I.
42:57By communicating with the A.I.
42:59You can learn about the A.I.
43:01I think it's about communicating and educating the A.I.
43:04I think it's about educating the A.I.
43:07In fact, the A.I. gives advice on things that humans can't think of.
43:13Catching that and making something new.
43:17It's about coordinating with the A.I.
43:20That's a big challenge.
43:22I think Japan will never be inferior to the A.I. in that regard.
43:27I want to recognize the good points.
43:30Thank you, Akira Ikegami.