"The AI Learning Curve in Schools": An Editorial Argues for Judgment Over Ban

The Christian Science Monitor observes that schools are moving from prohibition regulations to slower work on what students should be able to assess themselves.

In an editorial published on 20 August 2026, the editor of the Christian Science Monitor looks back at the turn taken by schools since the arrival of the general assistants. The first reaction was regulatory: network blockages, disciplinary procedures, automated text detectors. These devices have proved fragile, both because the detectors are wrong and because they move the issue without treating it.

The text defends another entry: making the ability to judge a result produced by a machine an educational objective in itself. This involves exposing students to the limitations of the model rather than protecting them from the tool — checking a source, identifying an invented claim, understanding why a fluid response can be false. The re-entry 2026 is described as the moment when many schools shift from defensive posture to this work.

The editorial does not minimize the concerns of the teaching staff, particularly about student dependency and the erosion of intellectual effort. He notes above all a persistent gap: critical assessment skills are taught at high school much more than at primary school, while exposure to tools begins earlier and earlier.