For whatever it is worth, I tried to feel and felt like I was not really getting a lot of the distinctions. Let me state what I got.
Guessing the teachers password is bad. If you have a teachers password guessing situation, there is no magic password which would cease to make it bad for this reason. If you don’t have a teacher this bad reason can not apply. “teacher” here means “pass-gatekeeper”. Having more and less correct answers to guestions does not imply that it is a teacher password quessing situation.
Thinking about it I find it curious that I feel that in AI “pass utility-function gatekeeper” is a likely and central approach. And it feels like in human learning this is a very small, trivial curiousity. Nebolous reason why this is because humans are talking about “something real”. Trying to make this more technical, I end up in the direction of “humans have needs and attitudes towards the material that are beside passing”. I could imagine that exams about astrology or Middle Earth could make even human behaviour go nearer to this problematic cluster.
If one takes the limiting condition that guessing the teachers password is bad then the learning situation is not that the teacher wants you to do or think something (this would be pure passwording). However the effect that is looked for is something that the learner could not come up with themselfs (equally easy). Following the teaching (and here might be important that it is the process and not the material) you come to do something that you can independently value. In a system whos whole interface with the rest of the system is to pass the exam there is no possibility of other source of value. So a kind of hard Kantian division is doomed to unreal behaviour. So a side channel should exists, the teaching or directing can not be disintegrated from the rest of the agent.
For whatever it is worth, I tried to feel and felt like I was not really getting a lot of the distinctions. Let me state what I got.
Guessing the teachers password is bad. If you have a teachers password guessing situation, there is no magic password which would cease to make it bad for this reason. If you don’t have a teacher this bad reason can not apply. “teacher” here means “pass-gatekeeper”. Having more and less correct answers to guestions does not imply that it is a teacher password quessing situation.
Thinking about it I find it curious that I feel that in AI “pass utility-function gatekeeper” is a likely and central approach. And it feels like in human learning this is a very small, trivial curiousity. Nebolous reason why this is because humans are talking about “something real”. Trying to make this more technical, I end up in the direction of “humans have needs and attitudes towards the material that are beside passing”. I could imagine that exams about astrology or Middle Earth could make even human behaviour go nearer to this problematic cluster.
If one takes the limiting condition that guessing the teachers password is bad then the learning situation is not that the teacher wants you to do or think something (this would be pure passwording). However the effect that is looked for is something that the learner could not come up with themselfs (equally easy). Following the teaching (and here might be important that it is the process and not the material) you come to do something that you can independently value. In a system whos whole interface with the rest of the system is to pass the exam there is no possibility of other source of value. So a kind of hard Kantian division is doomed to unreal behaviour. So a side channel should exists, the teaching or directing can not be disintegrated from the rest of the agent.