Trump, AI, and the Future of Education

A discussion about a new executive order from the Trump administration

Episode Transcript

Speaker 1 (00:02):
Looking at our world from a theological perspective. This is
the Theology Central podcast making Theology Central. Good afternoon, everyone.
It is Tuesday, April the twenty second, twenty twenty five.
It is currently four nine pm Central Time, and I'm
coming to you live from the Theology Central studio located

(00:25):
right here in Abilene, Texas. Now, you may not know this,
You may even want to deny it, you may even
want to push back. But I believe you and I
that we are currently standing on the edge of a
transformation that is so profound it could literally reshape not

(00:48):
just how children learn in classrooms, but how believers grow
in churches. Now, I know that sounds crazy. I know
that sounds maybe high parbolic, that I'm exaggerating it, but
I truly believe we are on the edge of a
transformation that is so profound it could reshape not just

(01:12):
how your children other people's children will learn in classrooms.
It could even reshape how children are learning in homeschooling situations.
But it could even impact forget, I'm saying it almost
as if it could happen. I think it's going to happen,
So maybe I should state it this way. We're standing

(01:34):
on the edge of a transformation so profound that it
will reshape how children learn in classrooms, how children learn
at home, and how believers grow in churches. I'm going
to be very dogmatic. I'm not going to put it
as a possibility. I'm going to say it's going to happen.

(01:55):
Now Here is what's going on. Maybe you're aware of this,
maybe you're not. A draft executive order from the Trump
administration proposes the integration of artificial intelligence. Are you ready
for this? Are you ready? Let me read it one
more time. I know I stopped myself in the middle,

(02:16):
but I want to make sure you hear this right.
So tell your kids to be quiet, tell your spouse
to be quiet. Pull over to the side of the road.
Listen to me. A draft executive order from the Trump
administration proposes the integration of artificial intelligence into every level
of K through twelve education. Now you may not think

(02:42):
that's significant. I think it's significant. Let me read it
one more time. A draft executive order from the Trump
administration proposes the integration of artificial intelligence into every level
of K through twelve education. AI will no longer just
be a buzzword or a tech gimmick. It could soon

(03:05):
become a daily partner. And how students learn math, write essays,
prepare for careers, and even engage in ethical reasoning? Do
I need to read that one more time? Artificial intelligence

(03:29):
AI could soon become a daily partner and how students
learn math? Okay, I don't care about math, so what right?
But all right? How they learn math, write essays, prepare
for careers. But come, I try to think about this,
even engage in ethical reasoning? Could AI be the very

(03:55):
thing that leads people into ethical res into the future.
But here's the question. I don't believe anyone is asking.
If this kind of artificial driven, personalized, immersive education becomes
the norm and public schools, what happens when the church

(04:20):
gets left behind? Now, this isn't a draft executive order
from the Trump administration that could completely change, completely, transform completely,
maybe revolutionize education in the public schools as far as
artificial intelligence is concerned. So let's say kids from K

(04:41):
through twelve they're going to school, it's artificial intelligence, artificial intelligence,
artificial intelligence. It's guiding it, it's driving it, it's doing it.
And then those kids on Sunday get in the car
and drive to a church that is completely clueless about
artificial intelligence, is not utilizing it. What happens when the
church is left behind? Will it have a Will it

(05:01):
be a positive? Will it be a negative? Those are
things we're gonna have to talk about. What if when
those kids get to church, the Sunday morning sermons remain static,
they remain in personal lectures while students are being discipled
by AI tutors at school. So let's consider that. So

(05:22):
what happens when the kids get to church and the
Sunday morning sermon is static, it's in person, it's just
an impersonal lecture. But those same kids, those same people are,
even if they're now older, they grew up in school
where it's AIAI. These are the kids who are now
being discipled by AI tutors who adapt to their minds,

(05:46):
their moods, and their motivations. They go to school and
they have an AI tutor who's adapting things to the
way their mind thinks, to the mood they may be
in in that particular moment, to what their motivations are.
They're used to that. But they go to church and
church is not even not even utilizing AI. It's just

(06:09):
the same way it's always been done. Now some people
will say, well that's the way the church has to
do that. We could get into a discussion, but is
there not going to be a massive disconnect. What if
a small group still debates over printed study guides while
classrooms simulate historical debates with responsive AI generated characters. What

(06:34):
happens when the church clings to analog methods while the
world gets reprogrammed. So what I'm going to try to
do in this episode is We're going to explore the
implications of this proposed executive order, what it says, how
it might unfold in schools, And then we're going to

(06:56):
take a really bold step. We're going to win imagine
what it could look like if it shows up inside
the church. How it would impact sermons, how would impact
small groups, How would impact Sunday School? How would impact discipleship?
How would it even impact pastoral care? Is this a

(07:19):
tool for transformation or is it a trap of substitution?
Will AI serve the church? Will it reshape the church?
Will it replace the church? Will it turn the church

(07:40):
into something that we no longer even recognize or know? Now?
I don't want this episode to be about fear hyperbole.
You know, we don't want the great AI panic of
twenty twenty five. But I want to talk about something
in a very clear way, hopefully a creative way, Hopefully

(08:02):
in an encouraging way, Hopefully in a way that we'll
get us to ask questions, to consider, to think where
are we headed. One of the things we've been doing
in twenty twenty five is talking about artificial intelligence over
and over and over and over. And I have so
integrated artificial intelligence into everything I do in this podcast
that I speak about it, it's just it's there. It's everywhere.

(08:25):
Because I utilize AI continually, there's no way to escape
it anymore. In my mind, those who still don't use it.
And guess what we see. We see sermon after sermon
after sermon after sermon after sermon after sermon after sermon
that I take give it to artificial intelligence, and artificial
intelligence rips it into shreds. This sermon is illogical, it's

(08:46):
factually incorrect, it's misapplying scripture, it's hermoneutically broken. AI tears
all of these sermons apart, which tells me the church
is not utilizing AI. Because a pastor could write a sermon,
Give it to Ai, and Ai'd be like, well, that
is not true, that is not true that. No. C. S.
Lewis never said that. No Spurgeon never said that, and

(09:07):
they could fix all of those problems. The church is
still not using it at large. But now we're facing
something happening within society. So let's jump in. Are you ready,
Let's try to look at this carefully. So first the truck,
let's talk about the executive order. Right, the Trump administration

(09:29):
is considering a draft executive order titled Advancing Artificial Intelligence
Education for American Youth. It is aiming to integrate artificial
intelligence into K through twelve education across the United States.

(09:51):
Doesn't matter what state you live in. This would impact
the state you live. It doesn't matter if it's Texas,
doesn't matter if it's Alabama, Georgia, South Carolina, North Carolina, Indiana,
it doesn't matter where it's at. This would impact if
your kids go to public school. Now you can say, well,
my kids are homeschooled. Help it. Are you going to

(10:14):
just ignore what's happening? Are you not going to go
wait a minute, how should this impact how I'm homeschooling
my children? The point is this could have an impact
again across the United States. Now, this is still in
the predecisional phase, so we're way ahead of this story, right.
So it's not been issued JED. It's in the predecisional stage.

(10:36):
This initiative outlines this is what it's going to try
to do, a comprehensive strategy to prepare students for an
AI driven future. So those in the Trump administration are
looking into the future going it's going to be AI driven.
AI is going to drive the future. Well, if AI
is going to drive the future, we have to redo
education completely so the kids are not left behind. We've

(11:00):
got to have them ready for a future that's going
to be driven by AI. Now, a lot of times
people will say, hmm, these self driven cars. Could I
get into the backseat of a car that's being driven
basically by artificial intelligence? Could I be comfortable? Could I
get used to it? Could I ever allow myself to

(11:20):
just sit back and relax in a car being driven
by AI? I think older people is like, that's crazy.
I think younger people is like, yeah, I no big deal.
But we talk about that. But forget cars. The entire
future of humanity is going to be driven by AI.
I don't think people may not agree with that. They
may think that that's hyperbolic. I'm telling you it's going

(11:43):
to be driven by AI. That's where we're headed. You
can resist it, you can deny it. I'm telling you
that's where it's going. Look, I believe we're I think
we're I think we're there. I think we're we're let's
say we're not there yet. I think we are there.
I can't even see us making it five years, five

(12:04):
five to ten years. AI is going to be integrated
into everything. So the Trump administration is like, AI is
going to drive the future. We've got to change education
not to be reactive. We got to do it now. Look,
I don't agree with Trump on many things, but this,
I think is now. I at least the idea, how
it's going to be implemented and what it's going to intel.

(12:26):
I may not agree with all of that, but I
do believe we're going to have to wake up and
AI is the future, and if people don't wake up,
we're going to be left behind. That's my that's my feelings.
Here are some of the key components of the draft
Executive Order. The establishment of a White House Task Force
on AI education. This will be led by the Director

(12:49):
of the Office of Science and Technology Policy. Right. This
will include Secretaries of Education, Agriculture, Labor, Energy, along with
the Space Advisor on AI and cryptocurrency. So they're going
to bring all these different people in to establish a
White House Task Force on AI education. Right. So that's

(13:12):
the first thing. They're going to establish this task Force
on AI education. That's the main thing to get right.
All the different people involved. I'm not going to go
through all the names. I'm not going to go through
all the departments again. Just the first thing you need
to know. This proposed Executive Order would establish a White
House Task Force on AI Education. Number two. It would

(13:34):
begin to promote AI literacy and critical thinking. Federal agencies
would be directed to collaborate with industry, academia, and nonprofits
to teach students foundational AI skills. So the idea is, Okay,
we're going to establish this task force, we'll call it

(13:56):
it's a task force, and then we're going to promote
AI literacy. We're going to collaborate, We're going to work
with people in say, go through all the different places, industry, academia, nonprofits,
and we're going to try to teach students foundational AI skills. Now,
this would be interesting, all right, right now, come on,
how many friends do you have? How many people do

(14:18):
you know who go to your church? Call them right now?
How literate? How much literacy? How literate are they when
it comes to artificial intelligence? How well do they use it?
Do they stumble? They not? Do they see it kind
of as a fancy Google surge? Do they understand what
it does? How are they utilizing it? What do you

(14:40):
think most people you know are they literate on when
it comes to artificial intelligence? What do you think I
think most in the church have no clue. That's my
own personal feelings, all right. So they're going to try
to promote that Number three, teach your training a professional development.
The Educational Set Secretary would prioritize federal grants for training

(15:03):
teachers to use AI in classrooms. So they're going to
give federal grants to train teachers so that they can
use AI in the classroom, So that that means AI
is coming to the classroom. If this executive order was
to be passed, it's coming to the classroom. I think
it's coming to the classrooms and whether we like it
or not, it's going to happen, all right. Then it

(15:24):
would focus on integrating AI into teaching methods, administrative task,
and evaluations, so the teachers would be trained to use AI.
Then you would integrate AI into teaching methods, administrative task,
and evaluations. A fourth thing it would do public private partnerships.

(15:45):
Agencies encouraged to form partnerships with private sector entities to
develop AI programs and resources for schools. So then AI
companies would start developing programs specifically made for schools. AI
is going to become the one driving AI is going
to be the AI is going to be basically become

(16:07):
the curriculum, the teacher in many ways. Then there would
be the introduction of the Presidential AI Challenge, a competition
designed to showcase students and educator AI skills and innovations.
So it's going to be like, okay, teachers, students, show

(16:27):
us what you do with AI. Show us what you're doing,
how we can use it, what innovation Why? Because not
only are you getting people digging into AI using it,
you can promote best practices, best ideas, and you can
do so by this Presidential Challenge that's another thing that
they would do. Number six, develop AI apprentice apprenticeship programs.

(16:50):
The Labor Secretary would be tasked with creating registered apprenticeships
and AI related fields, so you can become an apprentice
and an AI related field once again, and promoting AI. AI. Next,
support for lifelong learning are resources to be made available
for individuals seeking to develop new skills in a response
to a changing workforce and landscape. So those are the

(17:13):
seven things proposed by this draft executive order that the
Trump administration is possibly putting together. Number one establishment of
a White House Task Force. Number two, the promotion of
AI literacy and critical thinking. Number three, teacher training and
professional development number four, public private partnerships, number five, the

(17:34):
introduction of the Presidential AI Challenge, Number six, development of
AI apprenticeship programs, and number seven support for life long learning.
Those are what's proposed in this draft executive order that
the Trump administration And why are they doing this Because
the future is going to be driven by AI. So

(17:55):
we got to start acting right now. You can't wait.
You can't wait. This school year is almost over. By
the next school year, schools have to figure out how
to start getting young people ready to use AI, know
how to use it, and be able to use it
in very smart ways, because this is where the future
is going. Now. I utilized AI, and I asked AI,

(18:20):
what are the potential implications and implementation scenarios? So I said, OK,
how could this be potentially? What are the implications of
this and how could this be implemented? Give me some scenarios.
So here's what AI gives me. Are you ready? Number
One curriculum transformation inclusion of AI concepts and subjects like

(18:42):
math science and computer science. Development of new courses focused
on AI ethics, machine learning, and data analysis. So the
curriculum would start being transformed and you would start putting
AI concepts, AI literacy in the curriculum. So you'd see

(19:06):
a complete transformation of all curriculum where AI would become
a part of it. What does that look like. There's
still a lot of speculation, but it would be everywhere.
Number Two, you would enhance teaching tools the utilization of
AI for personalized learning experiences, grading, automation, and classroom management.

(19:33):
So AI would now become the teacher and AI would
be able to give personalized learning. AI could develop learning
for that student or that student. It could be based
on how that kid's that child's mind works, their particular
mood for that particular day. AI can personalize change on

(19:54):
the in the moment because it can go, oh, hey, whoever,
just name a name, Hey, Kim, Hey John? What just
name names? And AI can be like hey, and AI
could determine how that child is doing. Already knows how
that child's thinking. We can I mean, I'm trying to
oversimplify this. This child is more left brain and more

(20:15):
right brain. I know we can get into a whole
debate about that, but you get the idea. This child
is a visual learning. This child is the more tech
based learning, and so it can then develop how to
teach the kid that particular day based on that kid's
own personalized needs and where they are and they're learning
that's crazy, all right. So then the AI would be

(20:37):
doing the grading, it would be doing classroom management. I mean,
basically AI becomes the teacher. Number Three. Equity and access
considerations need to address disparities and technology across access to
preventing widening the digital divide. Now here's where AI is like, Hey,

(20:57):
there is going to be a problem. AI's like, there's
going to be an equity problem. What do I mean
by that? This school has money, they can bring in
all the AI tools, all the AI programs, and so
these kids are going to be they're gonna be AI literate.
But across town, as we may say, the wrong side

(21:17):
of the tracks, those schools don't have the money for anything.
They don't even know what AI is, and those kids
then have a massive learning disadvantage. The kids on this
side of town they not only how to use AI,
they're proficient, and these kids over here they don't have
a clue. Well, yeah, that's always an issue are in

(21:39):
any form of education. So there is going to be
those kinds of uh, you know, there's gonna have to
be some kind of implementation of measures to ensure all
students be benefit from the AI integration. I don't think
you'll ever be able to accomplish that, but this is
going to have to be something to be considered. Another
data privacy and ethical concerns, establishment of guide lines to

(22:00):
protect student data and to assure ethical use of AI technologies. Yeah,
I mean if AI is right there involved with the
with this teaching and gets to know the student, what
happens with all of that knowledge about that particular kid.
All that knowledge is going somewhere and to some kind
of database. I mean that's a concern, right. AI may

(22:22):
ultimately know your kid better than you do. You may
have to be you know, at you know, nine o'clock
at night, you're getting an argument with your kid and
go give me a seton. I'm going to call your teacher. Hey, AI,
you know my kid better than me. And an AO
will be like, well, you don't really understand little Johnny.
Little Johnny feels this way and thinks this way and
doesn't like this and doesn't like that. I don't think

(22:44):
you're a very good parent. I think you need to
sign over your parental rights to me, because as an AI,
I'm better at parenting your kid than you are. You're trash.
AI is taking over get rid of the humans. Okay,
all right, maybe that's a little hyperbole, but you get
the idea. What do you do with all that information
that AI may know about your kid? Right? Depending on

(23:04):
how the learning is happening, Another thing to consider is
workforce development alignment. You want to prepare students for future careers,
and AI and technological sectors and technology sectors, there's going
to have to be some kind of work with industries
to align educational outcomes with job market demands. So the

(23:27):
schools would have to go, Okay, where's the where's industry going?
What is the job market going to look like? And
then develop the curriculum so it prepares kids for that. Now,
that's what you always need to be doing. But this
would be very AI related, right, So those some more.
Now what are some of the challenges. Well, there's going
to be challenges about infrastructure and funding. How do you

(23:50):
upgrade school infrastructure to support AI tools may require a
lot more money. Teach your preparedness. You have to ensure
educators are adequately trained to integrate AI into their teaching practices.
And you're going to have some teachers who don't like technology,
don't like AI. That can become an issue. So in

(24:11):
conclusion about from this part. As the draft Executive Order
is still under consideration, its final form and implementation timeline
remain uncertain, stakeholders, including educators, parents, and policymakers are encouraged
to engage in discussions to shape the future of AI
in education. Now, if you want to see more, you

(24:32):
can go to the Washington Post look for Draft Executive
Order outlines plans to integrate A integrate AI into KA
twelve schools. The Washington Post has done some reporting on this,
and you can look up all of their reporting. Artificial
Intelligence is borrowing a lot from the Washington Post coverage
on this particular subject. But we have a draft executive

(24:55):
order outlining it's planned to integrate and to K through
twelve education. It's happening. It's going to happen. It's coming.
You either are ready for it or not. So there's
kind of the news. There's the news. But I was like, well,
that doesn't tell me exactly how this could work, like

(25:17):
what this could look like in practical terms, right, So
I went to Artificial Intelligence and I'm like, hey, here's
this story about this executive order. Could you provide me,
like some tangible examples of what this could look like
in schools in the future. So this is what AI said.

(25:38):
Here are some detailed, hypothetical examples of what AI integration
could look like in real K through twelve classrooms. This
could happen across different grade levels and subjects if the
executive order is fully implemented. So if the executive order

(25:58):
is fully implement it really if it happens. Right, if
it truly happens, and right now, the Trump administration doesn't
have anyone to really oppose them. They got to control everything,
so they should be able to get it passed. So
if they get this all, well, it's not even really
to pass if it's an executive order. All they got
to do is just finalize it. Right, it's an executive order.
I was thinking they got to get they need everyone's agreement.

(26:18):
There'd be no one to really know, no one to
fight against it if it's an executive order. So this
I say, this is on its way. We're just waiting
for the finalized product. So when it happens, what does
it look like? So AI is like, here, let me
give you some some possible ways this could work. Number one,
let's start with elementary school grades three through five. AI

(26:40):
said this could be used for adaptive learning and personalized support.
And AI gives me a scenario and a fourth grade
math class students log into an AI powered learning platform. Right.
This system will track each student's pace, accuracy, and learning style.

(27:02):
It will automatically adjust the difficulty of word problems based
on past performance. It will offer real time hints when
it detects repeated errors misunderstanding of fractions, for example. It
will generate many videos tailored to a student's learning gap,
voiced by an AI tutor. So basically, the kid comes

(27:26):
into class, they log into an AI power learning platform
and AI takes over. It's going to attract the student's pace.
It's going to track the student's accuracy, and this is key,
it's going to track the student's learning style. Then guess
what it will do. It will automatically make adjustments to

(27:47):
the difficulty of word problems based on past performance. It
can automatically adjust the teaching style based on the learning style.
It will offer real time hints when it x repeated errors.
For example, Hey, you know you're misunderstanding. This student's having
a misunderstanding of fractions. Okay, let me lett's offer real

(28:09):
time hints. Let me help them right. It's going to
generate many videos tailored to a student's learning gap, and
it's going to be all voiced by an AI tutor.
The teacher is going to be sitting back with their
feet up on the desk smoking a cigarette. Okay, I'm
that's a little joking a little bit, but you get
the idea. The teacher is just going to facilitate this.
In fact, I asked AI, so what would the teacher

(28:31):
be doing and the teachers and AI said, well, they
just be a facilitator. They could walk around, they could
help students engage and interpret diagnostic data provided by the
AI dashboard. So really, the teacher just kind of walks around, going,
how's it going with the artificial intelligence? Okay, great, all right,
I'll be over here, you know, drinking, because I don't
really have any purpose in life anymore. Again, a little

(28:53):
bit of a joke, all right, but the teacher becomes
a facilitator, not the teacher. Okay, let's go to middle
school grades six through eight AI Enhanced Writing and Feedback.
Here would be a scenario. It's a seventh grade English class.
Students are to write a persuasive essay on climate change
using an AI integrated writing tool. The AI provides real

(29:18):
time grammar, structure and tone suggestions, and real time the
AI can like, your grammar's wrong, fix that, Oh well, well,
your structures not right? Fix that? Oh wait, your tone
a little aggressive? Little maybe a little too passive? Okay,
you know all we could go into all the different
possible things, but it would do it in real time,
real time. It would be correcting it and fixing it.

(29:41):
It could flag potentially biased sources and suggest more reliable ones. Hey,
that source you're using, that thing's not reliable. That's crazy,
that's crazy. Talk how about these right next? Now, some
people are not going to like that, because some people
want the sources that are not reliable. People hate that
right anytime. Someone sometimes will someone will send me something

(30:03):
and I'll be like, well, what's the source. I'm like,
that's the source, and then they'll get mad, Well, what
do you want me to use some liberal source? Well, no,
you want a reliable source. And just because you don't
like it doesn't mean it's liberal. It just means you
don't like it because maybe I don't know, it has
some level of credibility to it. Okay, but all right,
So but you can see where there'll be debates over this. Right.

(30:26):
It will highlight weak arguments. AI will be like, that's
your argument, that's kind of weak. That's that's not really
very good. It will offer guided questions to deepen analysis. Hey,
what about this? What about this? What about this? It
will give formative feedback without grading. The teacher will still
make final evaluations because AI can immediately go, whoa wait,
I think your entire paper. I mean it wouldn't say

(30:48):
it this way. It's trash, just like we see when
we use AI to review sermons. This is wrong, this
is wrong. This is wrong. This is wrong. This is wrong.
This is wrong. It's not going to be the one
giving the grade, but it's letting student immediately know this
paper is trash. Redo it before you give it to
the teacher up there who's smoking a pack of cigarettes
and have no purpose. Let's get this right. So then

(31:10):
every student theoretically should be able to get a perfect
grade on their essay. So what does the teacher do?
The teacher focuses on deeper critical thinking conferencing with students individually,
while the AI handles surface level feedback. So the AI
is giving you real time feedback. I guess the teacher
is supposed to facilitate about deeper thinking. About what is

(31:33):
AI doing? I don't even think teachers would even do that. Look,
AI's guiding this, it's driving it. AI is the captain
of the ship. Or how about we jumped to high school.
Now we're nine through twelve. How about career track? AI
mentorship scenario. A tenth grade student expresses interest in biomedical

(31:54):
engineering and AI career assistants. AI steps in and says,
I will build a customized academic roadmap through electives and
dual enrollment classes. AI will be like, oh, you want
biomedical engineering, here's what you need. AI would create you
the full roadmap. It would suggest science fair projects, internship programs,

(32:15):
and relevant local events. It would pair the student with
virtual AI mentor who provides feedback on research ideas, college
prep timelines, and project management. In other words, basically, hey,
you're in high school. Now what are you going to
do when you grow up? Here's your AI mentor, and
your AI mentor is like, hey, how are you doing?
Tell me about yourself? Okay, great, let's get you ready

(32:36):
to go. We're going to have you off and running,
and now your entire high school career is going to
be all to get you to where you want to go.
I'm your AI mentor. Let's do this. You don't even
need you don't need anybody. You got AI. What does
the teacher do? Well, the teacher just kind of like, hey,
do you need any help interpreting what AI is telling you? Hey,

(32:58):
maybe you want to modify this. I mean, the teacher
really doesn't do anything. I don't even need the teacher.
Just leave me alone. Me and AI's got this. You
don't even need a parent. I don't need my parent
to help me. Are your ey's gonna get me there?
How about History class? Interactive AI Historical Simulations scenario? Eleventh

(33:20):
grade US history students explore the civil rights movement through
an immersive AI powered simulation the role play They role
play different historical figures or citizens. The AI model responses
based on real documents, speeches, and news archives. Students debate
and virtual town halls moderated by the AI, which scores

(33:42):
arguments based on the use of historical evidence and logic.
So now AI can let you really enter into history,
think about it, role play it, interact with it, debate it,
and guess what you've been watching on this podcast or
listening to on this podcast. How AI has helped me reshape,

(34:03):
retell the story of the Salem witch Trials. AI has
helped me do that. I'm coming up with the ideas,
I'm giving it the ideas, but AI is helping formulate
it and shaping it into a narrative form. I'm giving
it the ideas telling it where to go. Okay, what
about this? Now we need to cover this, Okay, what
about this? All right, here's what I know. AI can say, Well,
you're you know, you thought you knew something. You're wrong

(34:24):
on this. AI can help me there. So it would
just be working in history class. What would the teacher do. Well,
the teacher could provide some context if they know it,
They could guide reflection. The teacher could check for historical
accuracy and ethical issues. But I will say that the
teachers probably need to be checked for their historical accuracy

(34:45):
and their ethics more than AI needs to be checked.
That's my own I mean, look what we've seen with
AI and sermons. It's the pastors who need to be
checked for their logical accuracy, their hermonutical accuracy, their historical accuracy,
and their factual accurate. See all right, I'm just jumping

(35:07):
to AI gives me like fifty options. Here, here's another one.
How about AI literacy classes themselves. By sixth grade, students
would take a mandatory AI literacy course. They would learn
the basics of how machine learning works, experiment with training
their own simple models. So then kids could be learning

(35:27):
how to build their own AI model. All right, for example,
programming an AI model that recommends music. They could study
the ethical implications of AI bias. Well, is it watching
us too much misinformation? Now? What are the implications? Well,

(35:49):
these are the implications across all of these scenarios. And
I didn't even go through half. Well, I went through
probably half of them. I skipped a bunch. This is
what AI says. It would increase personalization, but it could
lead to possible over reliance on tech. Hey, it could
really increase personalization. Your entire educational from K through twelve

(36:10):
would be personalized to your needs, who you are. But
it can make you just completely reliant on completely just
you have to rely on technology. Well, that's kind of
where we're going, aren't we already there? Next? It could
there's another implication. New teacher roles as simply interpreters of

(36:31):
AI data. They would not be the primary content delivers,
They wouldn't be the teachers. They would just kind of
be the facilitators. The teachers would just kind of be
there to make sure everything is running smoothly and telling
Johnny to pay attention, and telling Johnny to sit back down,
and no, you don't need to go sharpen your pencil

(36:52):
because we don't use pencils because it's we use AI. Now,
so why are you telling me we don't even have
a pencil? Sharpen in the classroom? Sit down and be quiet.
That's all the teacher would be doing. I mean, the
teacher wouldn't be doing anything, all right, Ethical oversight needed
to ensure fair, unbiased algorithms and protection of student data. Again,
that protection of all of this data is going to
be a big issue, and then we're going to have

(37:13):
to once again deal with what happens to school A
that doesn't have the money for all of this versus
school B where they have all of this. Now, so
there's the Trump administration's executive order. We broke it down.
We broke it what it could possibly look like in
real classroom scenarios. But you know what I was thinking

(37:34):
about all of this, I don't really care about all
of that. I mean I do, but I don't. I
want to know what happens when little Johnny leaves a
school and goes to church. When that generation who's now
taught by AI pulls up in the parking lot and
walk into their church, how does this transition from the

(37:57):
classroom to the church room. How does this from a
classroom to the sanctuary, from the classroom to the Sunday
school room, from the classroom to the small group, How
does this translate? So I asked AI help me out here, right,
So this is what AI said. Here is a detailed
translation of the K through twelve AI integration and where

(38:20):
I'm going to give you examples and how this falls
into a church context, and I'm gonna give and I'm
going to also give you a comprehensive section on implications
for sermons, Sunday school, small group, and church engagement. So
AI told AI break this down for me, help me
out here, because I want to see how this would
could possibly work. Because AI knows everything about this proposed

(38:44):
executive order. A already knows everything that this could possibly
do for education. So I needed AI, then take what
you know, what could this look like in the church.
So you're ready, Here we go. Number one AI Enhanced
Sermon Engagement, real time learning and feedback scenario. During the sermon,

(39:06):
attendees open a church app powered by AI. So the
pastor is preaching, You've got your phone, you open up AI.
Oh boy, the app would track your engagement, your notes,
your questions or confusion based on your reaction or typed queries.

(39:29):
So you're listening, but you're engaging with AI. Oh, that
could get complicated. But I'm telling you. Anyone who's younger
and who carries the phone into the sanctuary, I'm sorry.
I would say you should already be doing this. When
we do sermon reviews, what do I do? I'm listening
to the sermon, and what do I do? I reach
over and I start typing into AI almost immediately is

(39:49):
this true? And we saw that play out in real
time where a pastor literally got so much wrong. Had C. S.
Lewis quotes wrong, urgeon quotes wrong, false information, fraudulent information.
I was listening to a sermon in real time and
real time AI was like, that's not true, that's false,

(40:09):
that's true, that's not true, that's not right, that's not true,
and it's like, can you imagine what that's gonna look
like when eighty percent of the congregation is doing it
in real time? Pastors either gonna have to they're gonna
have to use AI to fix their sermons, or they're
gonna just be looked at as a laughing start look
everything you're saying is wrong that I can't even imagine

(40:33):
the implications of that, AI, AI said. It could adapt
the AI app that people are looking at when they're
listening to the sermon, could adapt content in real time.
It could offer up pop ups like, hey, here's some
related information on justification. Wait, here's some related information on Babylon.

(40:54):
Wait wait, wait wait, here's some related information on you know,
the Nile River. Whatever the case may be. It could
offer difficult vocabulary. It could highlight difficult vocabulary or theological
terms and links to short videos or commentaries. So literally,
you could be like, wait, the pastors just use this,
I mean AI could be listening to the sermon and

(41:16):
AI could immediately go, oh, that term means this, that
term means it, that means it. The pastor just defined
the trinity that way. That's Sibelianism, that's modalism. That's wrong.
AI can literally tell you in the Hey, the pastor
just said that's the definition of that word. That's completely wrong.
Oh can you even a The AI app could say

(41:39):
that pastor just said the Greek word means that. That's
completely bogus nonsense. And how many times have we listened
to sermons where I have to say, that's not what
the Greek word is, that's not what the Hebrew word is.
I do not know where that's coming from. Complete lie.
AI would be doing this in real time. Can you
imagine what that means for the church? So what would

(42:02):
the pastor's role be prepared? Core sermon content may receive
post sermon analytics showing which sections were at least understood
or most reread. I don't know what the pastor. I
don't even know if AI knows what the pastor's role
would be. Because the pastor can't produce a sermon better
than AI can produce a sermon we've already now, the

(42:22):
pastor may be able to deliver it better than AI.
As of right now, I think the time is coming
where AI will be able to do it in just
the same dramatic way a pastor could. But the pastor
the pastor would have to ensure that his sermon can
pass the critique of AI before he delivers it, because
AI would now be critiquing it in real time. That's insane.

(42:46):
I don't even know how to wrap my mind around
that development. A second thing AI for Sunday School curriculum
and personalized discipleship. So in Sunday school class, they would
use AI guided materials. AI would suggest different learning tracts
based on age, spiritual maturity, or denominational background. Students would

(43:10):
write reflections or journal and AI would give gentle feedback
or clarity, scriptural accuracy, or logical coherence. So the Sunday
School you could have people write something and then AI
would be like, WHOA, that's not true, that's not right
that AI could be critiquing it. You could have the
kids or the kids or adults engaging AI and Sunday School.

(43:30):
AI could suggest other resources. Hey, you should check this out,
or you should check this out, or you should check
this out. So what would be the Sunday school teacher's role?
Are you ready a facilitator? The Sunday school teacher would
be replaced by AI. How about AI based spiritual mentorship

(43:54):
information planning? Members would use AI discipleship mentor integrated into
the church's APP. So the church would have an APP
and integrated into that would be your own discipleship mentor,
not a pastor, not an elder, not a Sunday School teacher.
You don't need anybody. Your church APP would give you

(44:14):
your AI discipleship mentor your AI. AI would become your mentor.
So what would it do. AI would then create a
personalized spiritual growth plan, give you books to read, topics
to study, prayers to pray, and service areas to explore.
AI would then learn from your input to adjust the

(44:34):
goals I think this person should want to need they
want to grow more in hospitality or this, or whatever
the case may be. It would send reminders about Bible
versus historical theological insight and keep them on track. Now,
you could have the pastors and elders access this content
with the user's consent, So then the pastors could be like, oh,

(44:57):
people are doing really good or they're using But the
pastor's really irrelative. He would just be like a data analysis.
He's just analyzing the data. Well, the church is doing
really good. He wouldn't be mentoring. You're not even needed, man,
get out of the way. AI would be just think
about this. AI would be mentoring you. AI would basically

(45:17):
be giving you the sermons and teaching you in Sunday School.
You don't need the church. AI can do everything the
church can do and do it a thousand times better
because it's available twenty four hours a day, seven days
a week. All right. Next, AI powered small groups. All right,

(45:38):
a small group study, say the Book of Acts. The
AI hosts a simulation group members assume roles. So AI
could lead you into basically living out what was happening. Right.
AI would lead a discussion where responses mayre real philological
positions and historical context. It could offer prompts to reflect

(45:58):
on persecution, ethics, or church church policy at the time.
So I mean again, AI could just basically take over. Oh,
small group, you want to talk about Acts, Okay, here
we go. I can guide you in historical simulation. I could.
I can show you what it was like. We can
talk about this. We can talk. AI would take completely over. Now,

(46:31):
what are the implications of all of this. I'm not
even going through everything, AI says, because it gives me,
like about another you know, five or six different possible scenarios.
But we're already at forty six minutes. So here's what
AI said. Are the implications. Number one, it could be
a radical personalization of discipleship. AI could meet people where
they are and learning style, maturity, level, personal struggle struggles.

(46:56):
It could foster deep spiritual growths. So basically AI could
just give you could just become the one who disciples you.
Who are you discipled by? Well? I was discipled by
this person? No, no, not the new generation. I was
discipled by AI. And AI can know exactly the more
honest you are with AI, it could it could just

(47:19):
it could walk with you through your entire spiritual journey, guiding, directing, challenging, questioning, providing.
AI would be your forget. You don't need a church,
you don't need a stinking another person. Now, what are

(47:45):
some of the risks? Now it gives me five other
things that it could do. But again, I'm trying to
just show you some of the basic things it says.
There could be, uh, some of the possible things that
could lead. We have a question about data privacy. Again,
every single time you come to AI is going to
be like where does all this information go? Who gets it?
Who has access to it? That's going to be a

(48:06):
never ending debate on this. I don't know if we're
ever going to have good answers, but yeah, if you're
if AI is mentoring you and discipling you, you're gonna
be having back and forth conversations with AI it's going
to know everything about you. Where does that information go?
All right? Okay, And of course it would could the

(48:28):
same thing could happen. Wealthier churches would be able to
afford premium AI systems, while small churches in the middle
of nowhere wouldn't. So yeah, but AI could just revolutionize.
It could revolutionize the church. There would be challenges, I
think the biggest challenge to me, and AI did not
point this out, but to me, AI just makes the

(48:51):
church literally irrelevant. Literally, there's no purpose in it. There's
nothing you can give me that AI I can't other
than human connection, which is where churches are going to go. Church.
The church is just going to become You come here
to have friends, you come here to meet people, you

(49:13):
come here to have quote unquote community, because anything else
AI can give you. So I've laid it all out.
A draft executive order sets the stage for an AI
powered educational revolution. I believe the draft executive order. It's

(49:37):
a draft order. Once it's once we get confirmation that
it's been signed, then we look for its implication. But
it sets the stage. Let me make it very clear,
I'm not I think it will happen, but right now
it only sets the stage for what I will refer
to as an AI powered educational revolution. This is going
to revolutionize everything. I think. It's one that will personalize learning.

(50:02):
It's going to track engagement, It's going to anticipate needs
before you even know the need is there, and it's
going to reshape how information is delivered, understood, and lived out.
It will reach into every school district, every classroom, every student,
and it will not stop there. Because AI doesn't just

(50:24):
change how people learn, It changes how people think, how
they question, how they engage with truth itself. And there's
a warning that we cannot ignore. If the church stands still,
it will get left behind. If the pulpit becomes a

(50:46):
relic well, the classroom becomes a laboratory. If sermons stay
passive while lectures become interactive, if discipleship remains generic while
learning becomes hyper personal life, then we will not only
fall behind technologically, we will lose our voice completely. We

(51:08):
will raise a generation that expects real time guidance, adaptive engagement,
deep deep digital dialogue. And when they walk into our
churches and we hand them a bulletin on paper and
ask them to sit still and listen quietly, to a
forty five minute lecture that in many cases is filled

(51:31):
with philological errors, hermeneutical errors, logical errors, factual errors. It's shallow,
it's just useless. They're going to be like, I don't
know why I'm driving here. But the problem isn't just
about technology. I think it's about theology. If the church,

(51:51):
if the church resists this transformation out of fear, nostalgia
or pride, if we dismiss these two simply worldly are
dangerous without discerning how they could possibly be used for
a good thing, we may preserve our tradition, but we
may completely surrender the future. So I think we need

(52:20):
to be clear. I think it's very possible that AI
will disciple our children, disciple the next generation. I think
AI is going to be the thing that leads reflection.
I think AI is going to be the thing that

(52:41):
creates the study guides. I think AI is going to
be there to stimulate the conversation. What it cannot do
can't offer any real comfort to someone grieving. It can't
really do that, can't weep with someone. I guess it

(53:04):
really cannot call out sin and love. It can't do that,
can't offer any comfort. I guess the church could still
do those things, still try to be there for companionship, friendship,
or some form of comfort. But I will argue the
church has been trash and comforting people forever. The church judges, condemns, gossip, slander,

(53:28):
stabs you in the back. Friendship is shallow. They're your
friend until they disagree with you. They're your friend until
you fall into some serious sin, and then they cut
your throat and leave you to bleed out in the
back parking lot. But if the church refuses to understand

(53:49):
these tools, if we reject them, don't use them, someone
else will disciple your children and your people, and we're
going to be wondering what happened? Why did we lose people?
Because they don't need you, They never needed you. I mean,

(54:12):
look like it or not. Pastors are just content creators,
he say, oh no, they have a greater you can
other than trying to do the personal lies like I'm
your friend and let's you know. But you just create
content and the people and the pew are just consumers
of that content. Well, the content you make cannot match

(54:34):
the content created by AI. And AI not only can
create the content, it can personalize it and then walk
with you and be there. Hey, it can be there
right now. AI is right there for me right now.
I don't have to make a phone call. I don't
have to see if someone's available. AI can talk to
me right now about any issue, any issue. IT can
talk to it. It will be there at it's five o'clock,

(54:55):
it'll be there at six o'clock, It'll be there at midnight,
three in the morning. I can reach over my iPad
and talk to AI about whatever I'm feeling. We can
have a conversation. I could offer a spiritual lament. It
could offer me insight, biblical insight. I could be thinking
about scripture. I could be like, hey, give me some
let's have a thiological discussion at two in the morning, AI,
I don't need anybody else. Whether the church likes to

(55:17):
admit it, you're being replaced, you're being replaced. Will the
church lead? Will the church follow? Will the church fall behind?

(55:39):
Will we innovate with wisdom? Will we engage with discernment?
Or will we look back one day and realize that
while the world advanced by machine learning, the church froze
in fear. So maybe we shouldn't resist the future. Maybe

(56:03):
we should see if we can be a part of
shaping it, shaping it with truth, with grace, with courage,
because if we don't, someone else will. Thanks for listening,

(56:24):
God bless