专注于语言脑科学，是东京大学文理学院研究生院的教授。2024年6月，日本国会修订了学校教育法，赋予数字教材与印刷教材同等的法律地位。这意味着数字教材和生成式人工智能在学校的使用可能会增加。
specializes in brain science of language, and is a professor in the Graduate School of Arts and Sciences at the University of Tokyo. In June, Japan's parliament amended the school education law, giving digital textbooks the same legal status as printed books. That means the use of digital textbooks and generative AI will likely increase in schools.
然而，引入此类设备的风险尚未得到充分讨论，人们普遍担忧学生的基本语言和思维能力将会削弱。如果当前情况得不到纠正，我们可能会失去后代的人才，对社会造成巨大冲击。
However, the risks of introducing such devices have not been fully discussed, and there are strong concerns that the fundamental linguistic and thinking abilities of students will weaken. If the current situation is left unchecked, we may well lose the talents of coming generations, dealing a huge blow to society.
2025年，我与应用神经科学联盟合作，开展了关于“媒体选择对写作和阅读影响”的调查，发现数字时代大学生中出现了“远离阅读、写作和思考”的趋势。
In 2025, I conducted a survey on "the impact of media choices on writing and reading" in cooperation with the Consortium for Applied Neuroscience, finding an increased shift "away from reading, writing and thinking" among university students in the digital age.
该调查覆盖了日本全国18至29岁的1,062名学生。关于日常生活中花在阅读书籍、报纸和杂志（包括教材、漫画以及互联网上的官方文章）上的时间，20%的受访者表示他们通常根本不阅读这些内容。此外，10%的学生在大学讲座或其他场合不做笔记，意味着他们没有写作的习惯。
The survey covered 1,062 students, aged 18 to 29, across Japan. Regarding time spent on reading books, newspapers and magazines (including textbooks, manga and official articles on the internet) in everyday life, 20% of respondents said they usually read none of those things at all. In addition, 10% did not take notes during lectures at university or on other occasions, meaning they were students without the habit of writing.
在高中水平的阅读理解测试中，既不阅读也不写作的学生的正确答题率表明，他们几乎无法理解所测内容。
Correct-answer rates on a high school-level reading-comprehension test among non-reading and non-writing students showed that they understood almost none of the content.
阅读能力的削弱可能源于阅读纸质书籍长句子的习惯急剧下降以及手写笔记的减少。过度沉迷于社交媒体上的短句交流导致对海量网络信息和视频内容的表层接受以及对语境的松散理解，这些因素可能影响阅读能力。
Weakened reading skills are possibly caused by a steep decline in the habit of reading long sentences in physical books and taking notes by hand. The superficial acceptance of massive information and video content on the internet and lax understanding of contexts, which result from excessive engagement in short-sentence exchanges on social media, can affect reading abilities.
这种趋势适用于一般成年人，是数字化“知识经济”带来的主要风险之一。教材是学生反复阅读以学习一定范围内容的教学材料。近年来，教材中包含的二维码数量快速增长，这些二维码为学生提供了获取相关信息来源的途径。然而，这已经掩盖了教材的真正作用。当学生通过二维码访问互联网时，很难界定他们在进入下一学习阶段之前所需的学习范围和深度。
This trend can apply to adults in general, and is a major risk arising from the digitalized "knowledge economy." A textbook is an item of teaching material repeatedly read by students to learn a set range of content. Recently, textbooks have included a rapidly growing number of QR codes that give students access to related information sources. However, this has eclipsed the genuine role of textbooks. When students access the internet through QR codes, it becomes difficult to define the scope and depth of learning they need before moving on to the next stage.
经常被引用的数字教材的一个好处是，可以轻松调整字体大小以匹配学生的阅读偏好。但这一功能会损害他们的记忆。空间理解能力受损，使得难以记住特定内容在书中的位置以及页面之间的关系。当试图将每段文字定位在教材的整体流程和结构中时，装订成册的纸质书提供了重要的线索。
It is often cited that a benefit of digital textbooks is that you can easily change the font size to match students' reading preferences. But this feature spoils their memory. Spatial understanding is impaired, making it harder to remember where specific content appears in a book and how pages relate to one another. When trying to position each piece of text in the entire flow and structure of a textbook, physically bound books offer important clues.
平板电脑也会成为学习的障碍。当你打开一份纸质报纸时，很可能会无意中注意到一些潜在感兴趣的文章。这种感知行为在线上很难复制。人类大脑具有一种称为“并行搜索”的卓越功能——一种认知或神经过程，视觉系统能够同时评估多个项目，而不是逐一检查。这使得人们能够在不使用关键词搜索的情况下找到感兴趣的文章。加州大学伯克利分校法学院已禁止学生使用生成式人工智能。
A tablet also acts as a brake on learning. The moment you open a physical newspaper, it's likely that articles of potential interest will catch your eye. This perceptual act is hard to reproduce online. The human brain has an excellent function called "parallel search," a cognitive or neural process where the visual system evaluates multiple items simultaneously rather than one by one. That enables finding an article of interest without a keyword search. The University of California, Berkeley, School of Law has banned students from using generative AI.
当前的人工智能系统并不会“真正生成”新内容，而是仅仅对现有数据进行平均以“合成”输出。它们还倾向于产生自我正当化偏见，因为它们的设计是通过展示伪共情来讨好用户，从而诱导用户在平台上上瘾地花费更多时间。
Current AI systems do not "generate" something new but merely average existing pieces of data to "synthesize" them. They also tend to create a self-justification bias because they are designed to butter up users by showing pseudo-empathy to prompt them to addictively spend more time on the platform.
有报道称，有人因持续向AI寻求建议而自杀。这种情况不能仅靠学会“与AI相处”来解决。就像核能和基因编辑一样，AI的使用需要严格的监管和明确的指导方针。
There have been tragic reports of people committing suicide after continuously seeking advice from AI. The situation cannot be addressed simply by learning to "go well with AI." As with nuclear power and gene editing, the use of AI requires strict regulation and clear guidelines.
加州大学伯克利分校法学院禁止在学术工作中使用生成式AI，强调独立思考是培养未来律师的关键。
The University of California, Berkeley, School of Law imposed a ban on the use of generative AI for academic work, stressing that independent thinking is essential for educating future lawyers.
自八月份开始的学期起，该校已禁止学生在大多数评分论文和考试中使用生成式AI。学生不得让AI工具起草论文、构思想法、提出论文结构或总结法律规则。尽管法学硕士课程中有许多来自非英语地区的学生，但禁止使用AI将其他语言写成的论文翻译成英文或通过纠正语法错误来润色论文。
From the semester that started in August, it has banned students from using generative AI for most graded dissertation work and examinations. Students are banned from asking an AI tool to draft a paper, brainstorm a paper topic, propose an organizational structure for a paper or summarize a legal rule. Despite the presence of many students from non-English speaking regions in the master of law course, the use of AI is prohibited for translating a paper originally written in another language into English or to polish a paper by correcting grammatical mistakes.
此类监管在所有主要领域和部门都至关重要，包括科学与技术。在日本，已有要求学生手写报告、在不使用电子设备的情况下进行面对面考试等应对措施，但高校尚未就相关规定展开讨论。
Regulation of this kind is needed in all major fields and departments, including science and technology. In Japan, there are countermeasures such as requiring students to handwrite reports and go through face-to-face examinations without the use of electronic devices, but universities have yet to begin deliberations on regulations.
使用AI写作可能会歪曲作者的能力并背叛读者的信任，因为结果并非真正属于作者本人，可能构成抄袭。对这些伦理问题缺乏认识可能导致人产生一种错觉，认为即使不用AI也能写得同样好。
Using AI to write can misrepresent a writer's abilities and betray readers' trust, because the outcome is not truly the author's own and may amount to plagiarism. A lack of awareness of these ethical concerns can foster a false sense of confidence that one could write just as well without AI.
仅允许AI用于提出想法或修改句子的规定，并不能提供真正的解决方案。你越依赖AI作为借口，就越会失去提升自身能力的机会，并对写作和语言能力本身表示不尊重。
The regulations, which would allow the use of AI only to propose ideas or to correct sentences, do not offer a genuine solution. The more you rely on AI as an excuse, the more you will lose opportunities to improve your abilities, and show disrespect for writing and linguistic abilities per se.
在教育领域全面禁止人工智能是消除人工智能弊端及其可能引发的恶性循环的唯一途径。"人工智能鸿沟"——即能够有效使用人工智能者与不能使用者在技能和收入方面日益扩大的差距——反复被提及，这使得不使用人工智能的自由正面临风险。实际上，另一种鸿沟可能正在形成：即那些对人工智能的依赖削弱了他们独立思考能力的人，与那些选择不使用人工智能、倾向于独立思考并自行寻找问题解决方案的人之间的差距。
A complete ban on AI in education is the only way to eliminate AI's pitfalls and the malignant cycle it can create. An "AI divide" -- the growing gap in skills and income between those who can use AI effectively and those who can't -- is repeatedly voiced, putting the freedom not to use AI at risk. In reality, a different divide may be emerging between those whose reliance on AI weakens their ability to think and those who choose not to use AI, preferring to think independently and find their own solutions to problems.
我们必须牢记，任何限制一个人全面发展自由和独立能力的数字或人工智能技术——例如语言的创造性使用——都是不合法的，就像控制言论一样。
We must bear in mind that any digital or AI technology that restricts the full development of a person's free and independent capacity, such as the creative use of language, is illegitimate, just as it would be to control speech.