AI az iskolában

Author: Tamás Németh, Hungarian teacher

The For Teachers section offers resources that provide practical help for teachers in integrating artificial intelligence. Under Lesson Plans Project Tasks section includes 36 task descriptions to support the implementation of a complex, modern Jókai project. Below, you will find both theoretical and practical guidelines for the pedagogical use of AI.

New Challenges – New Opportunities

After the release of ChatGPT in 2022, it quickly became apparent that generative artificial intelligence would bring seismic changes to everyday life. This new technology also appeared immediately in the school environment, and unsurprisingly, digital native students quickly (often quicker than their teachers) recognized its benefits.

It's no exaggeration to say that the incredibly advanced language model of ChatGPT initially caused anxiety and even alarm among the teaching community worldwide. However, from the very beginning, voices emerged that aimed to draw attention to the revolutionary opportunities offered by this technology.

The real progress and constructive action undoubtedly require 21st-century teachers to accept that:

Artificial intelligence is here to stay.,

Students use and will continue to use it, which means that a pedagogical strategy built around prohibition and prevention is unlikely to provide valid answers to future challenges.

It would be a mistake, however, to view the presence of AI as a necessary evil. Like every technological breakthrough, it has its teething problems and very real dangers (in the educational discourse, concerns about independent thinking are probably the most frequently raised), but a well-prepared teacher can do a lot to tip the balance of changes in a positive direction.

AI Technology-Conscious Pedagogy

What could be the key efforts of a pedagogy that takes into account both the challenges and opportunities of artificial intelligence? If avoiding AI is neither worthwhile nor possible, then the most sensible approach is

to become a conscious user

– to understand (and continuously track) the technology's (predictably rapidly changing) strengths and weaknesses, and to view various applications as useful tools rather than threats, integrating them into educational goals. Since students themselves are users,

the development of AI-awareness should be among the most urgent pedagogical goals.

This effort can be considered fully successful if future students do not regard AI-generated content as finished products but approach them

with critical thinking and creative engagement,

and if they learn, understand, and accept the basic rules of

ethical AI use.

The following brief summary attempts to provide practical assistance to teachers, especially those specializing in Hungarian studies, who are getting acquainted with artificial intelligence. The experiences summarized here are primarily based on the use of the most widely used AI platform, ChatGPT.

What Can AI Do?

The most striking characteristic of the new generation of generative AIs is their ability to create deceptively high-quality texts. At first glance, maintaining the subject matter doesn't seem to be a problem for them: their operation is based on an enormous corpus, so they can essentially comment on any topic and provide coherent, seemingly credible answers to any question. In terms of spelling, grammar, sentence construction, and stylistic repertoire, they clearly outperform an average high school student. For example, when prompted to "Write a short story in the style of Jókai" ChatGPT generated the following text: Generated text example from ChatGPT in Jókai's style:

Write a short story in the style of Jókai

The Treasure of the Plains

Amid the endless plains of the Hungarian Great Plain, where the colors of spring flowers compete with the sun's brilliance, live the people of the plains, guided by the whims of nature and ancient traditions. In this place, in the countryside near Kecskemét, once lived a venerable old shepherd, János Ördög. He earned his name not because of ill repute, but because his wisdom and cunning made the villagers believe he was of the devil.

Amid the endless plains of the Hungarian Great Plain, where the colors of spring flowers compete with the sun's brilliance, live the people of the plains, guided by the whims of nature and ancient traditions. In this place, in the countryside near Kecskemét, once lived a venerable old shepherd, János Ördög. He earned his name not because of ill repute, but because his wisdom and cunning made the villagers believe he was of the devil.

One summer afternoon, as the sun began to dip below the horizon, János Ördög, leaning on his shepherd's staff, walked through the pasture. His gaze fixed on the distance, he saw the old horseman, Sándor Nagy, approaching. The two old friends often met in the plains, spending hours discussing life's great questions and, of course, reminiscing about the good old days.

"God bless you, Brother János!" greeted Sándor upon arriving.

"God bless you, Brother Sándor!" replied János. "What brings you here today?"

"I heard there's been a treasure found in the plains. Thought I'd bring you the news, in case it interests you."

Curiosity sparked in János Ördög's eyes, but his wisdom kept him from getting overly excited.

"Tell me, what did you hear?"

"They say a wanderer found the treasure near an old, abandoned farm. Gold jewelry, silver coins, all kinds of gems."

"And where is this treasure now?" asked János.

"No one knows. The wanderer disappeared, leaving only the story behind. But you know, the plains don't easily give up their secrets."

János Ördög pondered. He knew every nook and cranny of the plains and understood that the true treasure is not always what the eyes see.

"Brother Sándor, the treasures of the plains are not always measured in gold and silver. Sometimes the greatest treasure is what we carry in our hearts. Memories, friendship, the beauty of nature—these are the real treasures."

The sun slowly set beyond the horizon, and the silence of the plains was broken only by the distant song of birds. The old shepherd and the horseman talked for a long time until darkness enveloped the landscape. János Ördög knew that the secrets of the plains would always remain for those who see the world with their hearts and souls. And although the famous treasure might never be found, the plains themselves would always be there, ready to tell new stories to those who pass by.

Applications do not typically repeat themselves; that is, they will not give exactly the same answer to the same request.

Prompts can naturally be refined and adjusted (e.g., "Rewrite the story to take place during the 1848-49 War of Independence! Add a romantic subplot to the story!"). As long as we are in the same conversation, the answer will also depend on the context, meaning that with the above modifications, for example, there is no need to clarify what kind of story we are talking about. The foundation of effective AI usage is a well-thought-out prompt, so it is particularly important to pay attention to its wording, to clearly describe the request, and not necessarily to discard an imperfect result entirely—it might be more practical to ask how it could be improved.

In tasks with few constraints, offering ample space for creativity, AI generally performs very well; under certain conditions, even better than in strictly literary historical/literary theoretical/literary analytical prompts. Of course, no one would claim that the novella is deceptively Jókai-esque, but that does not mean the text cannot be used effectively in a classroom or extracurricular setting (see the Jókai's Novellas class in the lesson plans available on our website).

This leads to one of the AI's most productive possibilities. With the help of artificial intelligence, almost any type of teaching material can be quickly produced (both visual and textual) and used as a discussion or conversation starter, illustration, source, or analytical aid. It is important to mention at this point that AI platforms are also useful for data collection and organization, and even in a quasi-advisory function, naturally with appropriate caution and critical handling of the data.

Many already view ChatGPT as an inexhaustible source of ideas, and AI is indeed very strong in this regard. Whether it is group work suggestions, project tasks, evaluation criteria, etc., it is now easy to find inspiring ideas on well-known platforms. It is particularly worth asking the artificial intelligence about its own usage possibilities—the introductory class segment on the Jókai chatbot in our lesson plan archive was also born from a suggestion by ChatGPT.

What can't AI do?

ChatGPT and similar language models fundamentally operate on a statistical basis; as we've seen, they "calculate" the appropriate response to a given question based on a vast corpus of pre-existing text. The weaknesses that emerge in the context of literature teaching almost all stem from this characteristic.

First of all, because AI doesn't truly understand texts in the strict sense, it only provides reliable answers to questions for which it has sufficient sources. For example, it can write an excellent general analysis of " The Man with the Golden Touch " but the more specific the task, the less convincing the answer. The difference becomes particularly apparent when we compare two solutions side by side – the first generated by ChatGPT for a standard question discussed in textbooks and in any decent novel interpretation, and the second following a "source-limited" prompt:

When and in what sense is Mihály Timár first referred to as "The Man with the Golden Touch"? How does this change later on?

Mihály Timár is first referred to as "The Man with the Golden Touch" in one of the early chapters of the novel "The Man with the Golden Touch" when society around him recognizes and acknowledges his wealth and apparent benevolence. This term is used both literally, as Timár stands out due to his wealth and generosity, and figuratively, as he is portrayed as a morally impeccable and ethically flawless person.

The changing meaning of the term over time:

As the story progresses, Timár's character and the meaning of "The Man with the Golden Touch" become more nuanced. While he continues to maintain the appearance of a perfect, benevolent wealthy man externally, he faces inner struggles. These struggles mainly stem from the fact that he gained his wealth from treasure found during a shipwreck, which he keeps secret.

Throughout the novel, Timár increasingly confronts his loneliness and guilt. In this sense, the title "The Man with the Golden Touch" becomes ironic; although he is wealthy and respectable in the eyes of others, he is internally tormented by his inner conflicts and the knowledge that his fortune and happiness are based on others' misfortunes.

In summary, while Mihály Timár is initially idealized and positively referred to as "The Man with the Golden Touch," this designation becomes increasingly questioned as the novel reveals the hidden, darker sides of his character, ultimately giving the term a deeper, more contradictory meaning.

Describe the style of the first chapter of "The Man with the Golden Touch"! Present the important rhetorical-stylistic devices of the text and provide examples of them!

Analyzing the style and rhetorical devices of the first chapter of "The Golden Man," several important features should be highlighted:

1. Descriptive style

Mór Jókai opens the novel with rich, detailed descriptions, bringing to life the vibrant image of the island world along the Danube. These descriptions not only capture the beauty of the landscape but also establish the atmosphere of the setting, which serves as the backdrop for the story.

Example: "As the ship leaves the channel and enters the open waters of the Danube, the magnificent view of Csepel Island suddenly unfolds before us."

2. Epic elements

The narrative suggests an epic, grand storytelling that places the events within a broader historical and social context. This stylistic feature adds depth and historical relevance to the novel.

Example: "Here lies before us the famous island, once glorious with its mighty lords admired by the world, whose memory is still blessed by the people."

3. Metaphorical language

The text frequently employs metaphors, through which Jókai enriches the plot and character descriptions, bringing the story emotionally closer to the reader.

Example: "The surface of the water washing the shore is as smooth as oil, and the reflection of the moon bathing in it does not tremble."

4. Symbolism

Natural elements such as water, the sun, and the moon often take on symbolic roles, reflecting the inner world of the characters and the overall mood of the novel.

Example: "The sun is setting, but its last rays still gild the landscape, the air is warm, and a summer evening is expected."

5. Elevated tone

The tone of the first chapter is elevated, fitting the grand themes of the novel and its idealized characters.

Example: "Here, in this place, on this shore, a lofty idea took shape, its name: homeland and freedom."

These stylistic devices all contribute to Mór Jókai's "The Golden Man" becoming a standout work in Hungarian literature, carrying a timeless message for readers on themes of honor, justice, and human greatness.

It is evident that the first response is a well-structured short essay, while the second is fraught with issues. In such a source-deficient situation, ChatGPT can only make general statements, essentially talking around the subject: it fails to maintain the topic.

The second text also exemplifies another significant weakness of the model. ChatGPT – naturally – cannot perform traditional source criticism (as we have seen, this responsibility always falls on the user), resulting in imprecise terminology in the response.

Additionally, it is worth noting how sensitive the application is to the "correct" phrasing. The quoted examples do not come from the first chapter, nor even from "The Man with the Golden Touch." This is due to the ambiguity of the prompt, which would likely not confuse a human but tricked the AI in this case. ChatGPT's sometimes astonishing responses can often be traced back to similar human errors.

Returning to the topic adherence: the statistical principle implies that the current language models of AI – especially in previously seen source-deficient situations – often give template- like answers. For instance, if we ask ChatGPT for analytical points for a specific Jókai novella, we are most likely to receive responses highlighting a few typical analytical points of the novella. If we request it to write a school essay, the result will be a text that scrupulously, often excessively, adheres to the tripartite structure of student essays. If we ask it to plan a lesson, the outline will be textbookishly rigid:[1]

Lesson Plan

The objective of this lesson is to introduce students to the life and works of Mór Jókai, one of Hungary's greatest writers. The lesson incorporates lecture, group work, and interactive activities. Here is a detailed plan for a 45-minute lesson:

Objectives:

  • Introduce students to the life and artistic significance of Mór Jókai.
  • Spark interest in Jókai's works.
  • Develop critical thinking and literary analysis skills.

Materials and Tools:

  • Slide presentation on Jókai's life and works.
  • Selected excerpts from some of Jókai's famous works.
  • Group work sheets.
  • Quotes from Jókai's works.

Lesson Procedure:

Introduction (10 minutes):

  1. Brief introduction and motivation: Provide a short overview of Mór Jókai's life and explain why he is considered a flagship of Hungarian literature.
  2. Opening question: "What do you think, how did the social events of Jókai's time influence his writings?"

Main Part (25 minutes):

1. Slide Presentation on Jókai's Life and Works:

  • Highlight significant works, such as "The Man with the Golden Touch," "A Hungarian Nabob," and "The Heart of Stone."
  • Present excerpts from the works, emphasizing historical and social context.

2. Group Work:

  • Divide students into small groups, each receiving a quote from Jókai's works.
  • Task: Analyze and present to the class how the quote brings out themes and emotions, and how it relates to the events of Jókai's time.

3. Interactive Activity:

  • "Time Travel to Jókai's Era" – a short, interactive game where students guess how Jókai's characters would act in given historical situations.

Conclusion (10 minutes):

  1. Summary and Reflection: A brief discussion on how today's students view the relevance of Jókai's work in modern times.
  2. Homework: Select a Jókai work to start reading before the next lesson and prepare a short summary or opinion on it.

This lesson provides an opportunity for students to approach a topic in various ways, as well as develop their analytical and presentation skills.

[1] The prompt here only specified two conditions: it asked for a methodologically varied introductory lesson.

It goes without saying that the above lesson plan, which would not be easy to implement as is, can be refined into a perfectly usable plan through numerous well-crafted clarifications.

Perhaps it is not entirely futile to emphasize again: no matter how convincingly the AI discusses Jókai's novels, it does not actually understand the writer's texts (or any texts), and it is not capable of independently uncovering connotative meanings, dealing with the omissions so typical in literature, analysing hidden motivations, or untangling the subtle system of references. Among other things, this is why it cannot solve even seemingly simple tasks, such as summarizing the content of an unknown Jókai text, although it handles other types of texts relatively well.

These are layers of artistic language that remain inaccessible to even the most advanced artificial intelligence through mathematical methods. Among other things, this is why the AI revolution does not threaten the development of aesthetic thinking – even though it will undoubtedly rearrange the framework of literature teaching.