Psychology knows that we are turning bad education into diagnosis

A decade ago, if someone behaved selfishly in a relationship, we would clearly say that they were “selfish.” Today, you will most likely hear that that person has an “avoidance bond” or that his or her behavior is a “response to past trauma“. That is why today psychology has come to explain absolutely everything, but there is a problem: we are pathologizing everyday life. A new idea. The psychologist Ángela Fernández recently threw a dart at the center of the debate: “not everything is trauma or anxious attachment; sometimes it is simply a lack of education.” And this phrase is not just an unpopular opinion; is the summary of a growing concern in the scientific literature about how the “trauma culture” is blurring the boundary between pathology and character. “Overpathologization.” The concept is not new, but it has never been so relevant. scientific literature I already warned about the tendency that exists to look for an illness in every action we do inappropriately in daily life. In this way, modern psychology runs the risk of turning normal activities or reactions, such as sadness after a breakup or work stress, into a medical problem. This increase in diagnoses It has a pretty dangerous side effect.: trivializes serious disorders. When we call any emotional wound or inconvenience “trauma,” we are eroding the perception of human resilience, and in the process, downplaying those who truly suffer from PTSD. If everything is trauma, nothing is. In the Anglo-Saxon clinical field, the term “Trauma Culture” has been coined. Publications in Psychology Today warn that this fashion of seeking an explanation clinic for every emotional reaction can be counterproductive. Far from helping, it pushes people towards therapeutic interventions that they don’t fit your real problempreventing grieving or learning processes that are simply part of growing up. This is something that is added to by different psychotherapists who emphasize that considering each conflict that exists in a couple as a “response to trauma” mixes everyday stress with pathological conditions that are truly very complex. All this does is create a generation of people who consider themselves “broken” by default, instead of understanding that frustration and conflict are inherent to human interaction. It is selfishness. One of the most controversial points of Fernández’s criticism is the mention of “lack of education” or maturity, and the bibliography seems to agree with him. Published works in ScienceDirect about the “egoism-altruism spectrum” suggest that certain harmful behaviors are not explained by a “deregulated” nervous system, but by personality traits such as lack of empathy or manipulation. Something that is innate to a person, and that can hardly be treated. In this way, we have subclinical psychopathic traits: people who do not have a mental illness, but who show excessive interest in their own well-being. In these cases, the clinical diagnosis acts as a “cloak of invisibility” that exempts the person who causes some type of harm from personal responsibility. An excuse. That is why if I have had bad behavior, I can create an “invisibility cloak” effect that exempts me from personal responsibility. This way, I can blame this behavior on the parents or my own personal past, as if it were an “attachment trauma.” But the reality is that, often, these are unempathetic patterns that should be treated from ethics and education, not from the psychiatry manual. The danger of labels in infancy. Different scientific reports point because we are labeling normal variations in children’s behavior as mental disorders. This means that what was once a restless child or one who had difficulty following rules, today runs the risk of being quickly diagnosed and medicated. By turning behavioral problems into psychopathologies, we are missing the opportunity to teach discipline, limits, and frustration tolerance. As experts point out Birchwood Clinic, extensive use of these labels increases anxiety and medicalizationcreating a dependency on the health system for problems that, historically, were resolved in the social and family environment. The verdict of science. Social media has created a market of “pocket diagnostics” where selfishness is disguised as “self-care” and rudeness as “emotional limit.” However, clinical psychology insists: for something to be a disorder, there must be significant functional impairment. That is why being inconsiderate towards others does not make a person a psychiatric patient, but sometimes you simply have to grow up. Images | Vitaly Gariev In Xataka | Those born between 1950 and 1970 have a psychological advantage over other generations: they are entering their “peak”

OpenAI just launched ChatGPT for teachers. The question now is how much education we are willing to delegate to AI

What happens when a teacher uses artificial intelligence to prepare his classes, a student uses it to do homework, and finally, that same teacher uses AI again to correct them? It may not be the norm yetbut that scenario no longer sounds so far away. The speed at which these tools have been integrated into classrooms has opened a fundamental debate: what do we really learn if we let technology do the work for us? And what does the educational system lose if this process becomes a habit? The landing of AI in education is neither coincidental nor recent. Technological tools have been present in classrooms for years, with platforms such as Google Classroom either Moodle. The novelty is not in using technology, but in relying on systems capable of generating content, proposing solutions or even being used in pedagogical decisions. That is where the big developers—Google, Microsoft, Anthropic and, more recently, OpenAI—have decided to go a step further and position themselves at the center of the educational debate. Here OpenAI lands with a dedicated proposal for teachers in the United States. We are talking about a version of ChatGPT Designed for primary and secondary educators, free for verified teachers, with administrative controls for centers and school districts. Unlike the service that almost all of us know, OpenAI ensures that the data generated in these environments will not be used, by default, to train its models. What ChatGPT offers for teachers Personalized assistance. It allows you to enter school level, curriculum and desired format so that the answers adapt to the real style of the classroom. It is the teacher who controls that configuration. Integration with usual resources. You can generate presentations with Canva, import lesson plans or documents from Google Drive and Microsoft 365, and start a conversation with that context already activated. Ideas from other teachers. Show real examples of teachers already using ChatGPT in their classes, directly below the editor, as a source of inspiration. Teaching collaboration. It makes it easy to create custom GPTs and shared templates to plan units, lessons, or assessments among colleagues in the same school or district. Management from the center. It offers a manageable workspace, with secure accounts and differentiated roles for teachers and academic leaders. What is OpenAI pursuing with this? Among the 800 million weekly ChatGPT users there are many teachers. The company explains that they are using the tool to design teaching units, adapt the curriculum to regional standards or generate examples that help evaluate their students. Let’s look at some of the usage examples you have shared: Generate examples for a task You are an expert English teacher. Using the prompts in the accompanying readings, generate seven different sample answers. Responses should be one paragraph in length and range in quality from very well written to very poor. They must be written following the RACES format (restate, respond, cite, explain and summarize). Include a justification for each answer, indicating your level of writing. Plan a multi-week drive My science department is redesigning the 8th grade physical science curriculum and I need help creating a teaching unit based on the attached objectives. Please make a plan for a 20-day unit with 55-minute classes. I need a guiding question for each day to help focus learning. Provide hands-on activities for students to explore these topics. As we can see, AI is here to stay, and trying to ignore it is not an option. The real question is how to use it without replacing the act of learning, which is much more than completing a task. Because if the teacher uses AI to solve what he has to prepare, and the student does the same to deliver what is required of him, what remains of that process beyond compliance? The educational system is not based on the ability to deliver results, but on the ability to think, make mistakes and argue with one’s own knowledge. An MIT study provides data that begins to illuminate the debate: users who wrote essays with ChatGPT produced the text 60% faster, but their cognitive effort was relevant was reduced by 32%. That is, they achieve a more polished result, but with less mental work. Another study, in this case from the SBS Swiss Business Schoolnotes that the increased use of AI is linked to the deterioration of critical thinking skills. We still do not know what effects this dynamic will have in the medium or long term. What we do know is that the classroom has become a territory where big technology companies want to be. And that the real educational challenge of the next decade will not be deciding whether we use AI, but deciding how much of the educational process we are willing to delegate to it. Images | Xataka with Gemini 3 | OpenAI In Xataka | The problem is not that the AI ​​is not able to read the time. The problem is confirming that he does not reason and only repeats what he has seen.

One of the biggest problems in education in Spain is also the most ignored: teachers work too much

Yesterday, the government announced that I was going to shield by law The reduction of school schedule in the classroom of children’s, primary, ESO and high school teachers. The idea is that the recommendations of the current educational law (the Lomloe, an impaished in 2020) become mandatory norms for autonomies. Thus, teachers would have a maximum of 23 hours per week and institute professors one of 18. In this context, “shielding for Lay” means gathering support in a greatly polarized congress and, of course, that has created a huge public debate. Not only about the government’s ability to realize the measure, but also about the measure itself. And skepticism is understandable. For years, many of the work improvements for teachers have not been exactly aligned with the well -being of students. The best example is continuous day in schools: although the available evidence says that The game is better, More and more Spanish schools implement it. And the pressure of the unions in this regard has been key. However, little by we start looking at the data, everything seems to indicate that the reduction of teaching hours is a good measure for students. The situation in Spain is not good. Especially in primary school, teachers They dedicate 20% more to direct teaching of time that the average European Union: 854 hours throughout the course against 703. This, in part, is an inheritance of the crisis. At that time, Rajoy’s government expanded the hours of direct teaching to 25 in primary school already 20 in the institutes. Over time, some communities have reduced those limits (in Galicia the teachers teach 23 hours and in Castilla La Mancha the teachers, 19), but the reality is that the Lomle recommendations have generally been ignored. And the evidence indicates that downloading to teachers is a good idea. To start because it has no negative effects on students. Almost all workload reduction initiatives report the same results: An improvement in the welfare of workers and no significant negative consequence. To continue, because it is a much more cost-effective measure than reducing the rat of the classes. In the background, although reducing the number of students per class is a good measure, there is a point where the cost of continuing to lower it (the facilities that need to be created for it) do not compensate. Reduce school load for teachers has a similar effect. And, to end, because this type of measure They help to resize The non -school work carried out by teachers. The school bureaucracy is getting bigger and so? Erosion quality of teaching. Classing is the most ‘intrinsically attractive’ task for teachers, but it is also the one that wears the most. Being able to balance the impact of each task on the final workload is key in the best teaching innovation programs. Is it enough? Beyond real viability of the proposal, It is inevitable to ask if it’s enough. Education is “a powerful tool to intervene in the problems of segregation, opportunities, performance and conflict.” But We continue giving bandages Without having any plan on the table. Image | Taylor Flowe In Xataka | Opening schools during non -school hours is a good idea. The problem is that we need much more

The great AI companies have declared a underground war to a pillar of education: human teachers

We would all like to have a Keating Professor In our lives. One that made us get on the desks to see things from a different perspective and that he would teach us that the most important lesson he has for us is summarized in the words “Carpe Diem”. There are very few who approach that image, but all of them, bad or good, threatens them the same future as Other professions: Be replaced by an AI. Professor 24/7. The narrative of several AI companies is clear: the human teacher is a bottleneck. Each of them serves many students, their knowledge is limited and their finite availability. The AI, they assure those companies, proposes a remarkable alternative. Personalized professors 24/7 with infinite patience and access to all the knowledge of the world. There is a clear problem: that message devalues ​​the teacher’s function as a guide, mentor and catalyst for curiosity and reduces it to a mere transmitter of information. Continuous evaluations. Another of the pillars of the educational system – and one of the tasks that most consumes the teaching staff – is Student evaluation. The AI ​​promises to correct efficiently, massively and immediately, releasing the teacher for other tasks. But again in human evaluation there is much more than a mere correction of errors. The effort, the reasoning process, creativity, originality or even the personal context of the student are evaluated. Biases also pose a clear threat to these evaluations, in addition to promoting a model Based on the correct answer and not in the reflexive process. My school is OpenAi. So far schools, universities and other academic institutions are the guarantors of a theoretically coherent and quality curriculum. The approach of the companies of AI would be that of Become them In “Guardians of knowledge” deciding what is important to learn and how. The risk: lead to a fragmented education and dictated by the interests of the market, eroding the role of education as a pillar of society. Threat to humanities. The AI ​​also raises the irrelevance of memorization – it can already respond to all known knowledge – and bet on skills such as “Prompt Engineering“(know how to ask things to AI) or Technical subjects (Stem). That suggests a clear impact to matters of humanities and critical thinking that we do not apply directly. Fields such as philosophy, art or social skills, hardly quantifiable, would go to the background. The objective would not be as much to train and prepare workers for the technology industry. Goodbye to social investment. Companies that bet on that model have a clear objective: climb and be profitable. AI technology applied to education promises a lot of savings (less physical infrastructure, less teachers) and a highly scalable business. But also imposes a worrying revolution to one of the pillars of society. Bill Gates believes in the future of the teachers of AI. Among the experts who outline that idea is the figure of Bill Gates, co -founder of Microsoft. His commitment to the teachers of AI It was early: Chatgpt had been in the market for just five months when he said that “AIs will reach that capacity, to be as good tutors as any human being.” For him, this technology should also be a “leveling” for society. According to Gates “having access to a tutor is too expensive for most students, especially if that tutor adapts and remembers everything you have done and review your work.” Openai and Khan Academy have the same vision. A year ago the presentation of GPT-4O surprised among other things for that capacity offered by this AI model to talk directly to him. One of the OpenAI demos, carried out in collaboration with Khan Academyhe showed Sal Khan, his founder, contemplating how his son used the model to receive a geometry lesson. The interaction was impeccable and pointed to a future full of teachers of ia locked in our tablet, our mobile or our computer. Khan is of course interested, but it doesn’t hurt see your ted talk on “how AI could save (not destroy) education.” Schools converted into nurseries. Luis von ahn, Founder of Duolingothe poular application to learn languages, it also takes time turning towards the AI. A few days ago he participated in the podcast No priorsand there he commented how although there are very good teachers, “there are not many.” For him, education will change radically because “it is much more scalable to teach with which with teachers.” Even so pointed out That does not mean that teachers disappear: “You will continue to need people who take care of students”, but focused on a new role: “I don’t think schools disappear, because you need nurseries.” Image | Buena Vista Pictures In Xataka | Towards the end of duties: how chatgpt has been inserted in the center of the great debate on education

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