The publication argues that current efforts to improve the well-being of men and boys of color are too fragmented, failing to account for the structural linkages between systems like education, employment, and criminal justice. It proposes a new, holistic framework that traces how structural conditions flow through multiple domains to measurable outcomes, such as longevity. Key reasoning emphasizes the need to treat 'place' as a fundamental actor and to identify successful communities where these populations are already thriving. Policy implications require shifting away from individual-focused interventions toward developing structural, place-based agendas that address systemic inequities.
A new direction for students in an AI world: Prosper, prepare, protect
English Summary
A yearlong global study by the Brookings Institution finds that the current risks of generative AI in children's education, such as undermining foundational learning and social-emotional well-being, outweigh its potential benefits. Based on consultations with over 500 stakeholders and a review of 400 studies, the report warns that overreliance on AI tools can diminish students' fundamental learning capacity and trusting relationships. To address these challenges, the authors propose a 'Prosper, Prepare, and Protect' framework that advocates for pedagogically sound AI deployment, enhanced AI literacy, and robust regulatory frameworks. Policy recommendations emphasize the need for human-centered design, educator involvement in tool creation, and strict privacy protections to ensure AI enriches rather than hinders development.
中文摘要
布魯金斯學會（Brookings Institution）一項為期一年的全球研究發現，生成式人工智慧（AI）在兒童教育中的目前風險（如損害基礎學習和社交情緒發展）已超過其潛在收益。該報告基於對 500 多位利益相關者的諮詢以及對 400 項研究的審查，警告稱過度依賴 AI 工具可能會削弱學生的基本學習能力和信任關係。為了應對這些挑戰，作者提出了一個「繁榮、準備與保護」（Prosper, Prepare, and Protect）框架，主張採用符合教學原則的 AI 部署、增強 AI 素養以及建立穩健的監管框架。政策建議強調以人為本的設計、教育工作者參與工具開發以及嚴格的隱私保護，以確保 AI 促進而非阻礙發展。
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