The question of what to teach a child in an era of artificial intelligence has become a pressing concern for many parents, particularly those in tech fields facing potential disruption. One programmer and soon-to-be father reflected on this dilemma after encountering Neil Postman's 1995 work The End of Education, which argued that schools have historically adapted to technological shifts while maintaining core functions.

The article referenced historical predictions about technology replacing teachers, including Thomas Edison's 1913 claim that "books will soon be obsolete in the public schools" and that education would become a matter of "pressing the button." Similar anxieties resurfaced in 2013 when massive open online courses (MOOCs) were heralded as education's disruptor, a prediction that did not materialize as expected.

Postman's analysis emphasized that schools have persisted through multiple technological upheavals by serving evolving societal needs. He identified three enduring educational purposes: fostering "Spaceship Earth" awareness of shared responsibility, nurturing the "American Experiment" through curiosity and civic engagement, and empowering students to become "World Makers" who shape tools and narratives. These frameworks were presented as potential anchors for reimagining education's role.

The author noted that while traditional educational goals like earning a living or becoming a "good person" remain relevant, they face new challenges as AI systems demonstrate capabilities in tasks once considered uniquely human. This shift has prompted questions about the long-term viability of current educational models, particularly as AI advances in complex domains like mathematics and creative problem-solving.

A recurring theme was the distinction between education's stated purposes and the institutional forces that sustain it. Historical examples showed how schools have outlasted religious foundations that originally justified their existence, suggesting that structural factors like funding and social function often drive educational persistence more than philosophical ideals.

The piece concluded with reflections on how parents might approach this uncertainty. It referenced Postman's emphasis on the medium shaping the message in education and Alfie Kohn's advocacy for treating students as active participants rather than passive recipients. The author expressed a desire to collaborate with their child in defining educational goals, acknowledging that the purpose of education may need to be redefined collectively in response to technological change.