Critico-creative pedagogy and artificial intelligence in the twenty-first century: imperative for a paradigm shift in teaching

The twenty first century is characteristically an age of critical consciousness and creative mindedness. Preceding ages have featured either an absence of both criticality and creativity, or absence of one of the two variables. This present century, however, showcases in an unprecedented manner, a combination of critical spirit with creative spirit – (critico-creative spirit). Natives of this generation have therefore, either by nature or nurture, become wired to consider reality from both critical and creative mindsets. Such mindsets, have interestingly, precipitated noble inventions and creativities in all nooks and crannies of life. Artificial intelligence, robotic engineering and virtual realities are some of the products of the minds of the century. Unfortunately, these critical and creative agents which have initiated creativities such as artificial intelligence, are gradually becoming docile through the products created. AI, for instance, is gradually carting away criticality and creativity from today’s child by helping him carry out tasks and activities which had hitherto required the tasking of his God-given powers. Machines now think for humans; machines write their thesis, perfect their speeches, etc. The resultant effect of this trend is cataclysmic and the implication of these scenario to teaching profession is highly consequential. For the teacher to align himself, the curriculum, the class environment and most importantly, the learner, with the spirit and the peculiar challenges of the generation, he has to adopt a pedagogical approach which is critico-creative, and which would naturally produce a critico-creative learner who would continue to initiate critico-creativities in the midst of challenges from AI and related innovations. The paper adopted two philosophical methods of inquiry - conceptual analysis so as to analyse and clarify the various concepts employed in the work; and philosophical speculation, to adumbrate the possible changes a new approach to pedagogy would bring to Nigerian education. Sequel to arguments, back and forth, the researcher concluded that this generation needs a paradigm shift from the previous approaches, to teaching which reflects the critico-creative spirit of the century. It was recommended that pedagogues should simply embrace the approach which captures the spirit of the moment.