Blog by Anthea Roberts: “…If questioning is indeed becoming a premier cognitive skill in the AI age, how should education and professional development evolve? Here are some possibilities:
- Assessment Through Iterative Questioning: Rather than evaluating students solely on their answers, we might assess their ability to engage in sustained, productive questioning—their skill at probing, following up, identifying inconsistencies, and refining inquiries over multiple rounds. Can they navigate a complex problem through a series of well-crafted questions? Can they identify when an AI response contains subtle errors or omissions that require further exploration?
- Prompt Literacy as Core Curriculum: Just as reading and writing are foundational literacies, the ability to effectively prompt and question AI systems may become a basic skill taught from early education onward. This would include teaching students how to refine queries, test assumptions, and evaluate AI responses critically—recognizing that AI systems still hallucinate, contain biases from their training data, and have uneven performance across different domains.
- Socratic AI Interfaces: Future AI interfaces might be designed explicitly to encourage Socratic dialogue rather than one-sided Q&A. Instead of simply answering queries, these systems might respond with clarifying questions of their own: “It sounds like you’re asking about X—can you tell me more about your specific interest in this area?” This would model the kind of iterative exchange that characterizes productive human-human dialogue…(More)”.