How a Regents Education Prepares the Student in a World of AI

Simply because something can be done, is it something that ought to be done? Such a question is fitting both for a year when the school virtue is humility and in a world where artificial intelligence is expanding in capability at an exponential rate. How should we, as a classical Christian school, approach artificial intelligence? And how is such an education preparing students for an uncertain future?

Jeremiah 6:16 says, “Stand by the roads, and look, and ask for the ancient paths, where the good way is; and walk it, and find rest for your souls.” Precisely because we are a classical and Christian school, we have the great advantage of returning to what our forebears taught us regarding new technologies. The term technology comes from the Greek words logos and techne, which means "reason" and "a craft or skill," respectively. Yet, in the modern world, many will claim that, in order to be prepared for a fresh technology and progress, students must be introduced to and practice on these systems so that they can be a part of a world where AI is incorporated into daily life.

Just as the ancients would approach any new technology, we also ought to approach technology in a way in which we can consider ourselves as masters of the tool and allows us to carefully regard how not to become mastered by the tool. By prioritizing technology in education, the modern school system risks fostering technological dependence at the expense of developing foundational skills. More importantly, structuring education around technological proficiency reveals a fundamental misunderstanding of its purpose. Education is not merely utilitarian, nor is it simply a means to economic ends; rather, it is the formation of the whole person to know truth, do good, and love beauty.

While other students are being trained up and formed by the tools themselves, Regents students are being trained to master their minds and therefore to master the tools with which they work. Two of the oldest practices that cultivate this type of work for the student are the canons of rhetoric and Aristotle’s common topics. Rhetoric School teacher Chris Harris shares, “Being made in the image of God means we are designed to be creative. The first canon of rhetoric is invention, from the Latin invenire, which means 'to find' or 'to discover.' The rhetor's first task is to discover and craft a compelling argument or position that leads the listener to what is true, beautiful, and good.” Equipping our students with sound reasoning and eloquent discourse will only widen the divide between those who cultivate these abilities and those who rely on technology to construct arguments and guide their thinking.

It is encouraging to see that schools beyond the classical Christian tradition are also recognizing the preservation of the liberal arts model of education. The University of Virginia recently announced their pilot Classical Liberal Arts Program, which serves as an educational enhancement for students desiring to pursue a deeper study of the classical liberal arts during their First Year and beyond. Angel Parham, Ph.D., Associate Professor of Sociology and Regents parent to Madeleine (’24) and Julia (’27), is co-leading this initiative alongside visiting professor Tara Frey. As Parham explains, “The Engagements are designed to introduce students to cross-disciplinary ways of thinking that can inform their subsequent studies.” Esteemed institutions, such as the University of Virginia, recognize the value of grounding academic training in the classical model of education. 

In Grammar School, students encounter beauty through the practices of penmanship, recitation, and memorization. These time-tested methods cultivate perseverance, resist the cultural tendency to value learning solely for its utility, and foster a genuine delight in diligent work. Establishing this foundation at an early age not only prepares students to become eloquent and thoughtful rhetoricians but also begins to shape their broader understanding of the world, a formation increasingly challenged by a culture that prioritizes scientific and technological advancement above all else.

Zach Vestal, Rhetoric School science teacher, reflects on the importance of cultivating a holistic worldview in an age increasingly shaped by technology: "It is important in the world today, where the naturalistic and materialistic narrative reigns supreme, that we encourage students to celebrate the ways in which we are made in the image of God and act with wisdom and prudence regarding the technology in our lives. The secular worldview celebrates progress for the sake of progress, rather than considering its impact on our relationship with God. At Regents, we are able to holistically and honestly discuss the benefits of the technology that has been developed, while considering the shortcomings and hazards, and not placing progress or technological advancement as an idol in place of God." 

The ancient tradition of education cultivates students' intellectual virtues and habits of mind that are needed to navigate an uncertain and ever-changing world shaped by the rise of artificial intelligence. While today’s culture often warns of a tumultuous future in which familiar professions may become obsolete, our students are grounded in something enduring: the wisdom of the ages. Through the classical tradition, Regents students are equipped, not only to meet the challenges of tomorrow but also, to find rest amid its uncertainties, drawing upon the enduring truths and time-tested practices of the past to face the future with confidence and discernment.