Youth, Identity, AI and Moral Purpose: Education in a Globally Confused World

This work explores ideas, case studies and strategies for how young people can flourish in our networked world. Youth interests reflect their values and are examined in this book as a means of offering reflective pedagogy for educators. Themes include social media, identity, beliefs, real and imagined activities
The meaning of society is explored including the separation of nature from increasingly urban cultures. How the emerging self is influenced by traditional values of family and culture within contested social spaces creates moral and ethical dilemmas. Questions raised provide a basis for developing a pedagogical model which is dynamic, interactive with youth voices and a constructive method for reforms. Chapters open new dimensions of youth experience including past, present, and projected futures.
Young people rely on their peers, families, mentors and institutions for their moral virtue and life values. Home, place, culture, media tools and global influences all contribute to their emerging self. However, technology advances (AI) are opportunities for young people to bypass traditions and forge new futures. The affordances are infinite and so are the perils. Whilst we may think that generations are custodians of past values and customs the idea that history encourages inertia is contested. Societal advances rely on questioning insight and young people are the carriers into the future of new ideas. Arguably, the global landscape of digital tools is levelling the field of opportunities for upcoming generations. Their skills and actions can be used to positive effect. At the same time, the powers of the tools are also a source of destructive outcomes and widespread misery. Nevertheless, connectivity can result in ground-breaking movements for positive good. Civil society can be the beneficiary provided there is leadership well-grounded in moral and ethical values. Within this field of contradictions and reference systems this book argues that education is always a community responsibility with suggestions for how the profession might respond.