Despite AI: Goethe's "Faust" Should Be Read in the Original

Estonia and Saxony plan to team up on education. “We want to learn from the European PISA champion how digitization makes students smarter, not dumber,” said Saxony’s Minister of Education and Cultural Affairs, Conrad Clemens (CDU), after a meeting with Estonian Minister of Education and Research Kristina Kallas. A digital school administration system like the one in Estonia could help measure learning outcomes and make smart adjustments when necessary.

Teachers will remain crucial despite AI

“I am convinced that Estonia and Saxony can learn a great deal from each other—especially at a time when education systems everywhere must adapt to rapid technological and societal changes,” Kallas told the German Press Agency. Estonia can contribute its experience with the introduction of digital technologies and artificial intelligence in education. Successful innovation is not primarily a question of technology. “What matters most are the teachers, their confidence in their own professional abilities, and their capacity to adapt teaching methods to changing conditions.”

“Only those who can read, write, and do arithmetic will be able to use AI effectively and evaluate AI results. In Saxony, we are strengthening these basic skills starting in preschool. In addition, we are focusing on media education beginning in first grade and introducing a ‘media passport’ in schools,” Clemens emphasized. “I am convinced that the greatest value of our collaboration lies in sharing practical experiences—including insights into what hasn’t worked,” added Kallas.

AI Should Help Students Think More Deeply

“In Estonia, we view artificial intelligence as far more than just a technological development. It is fundamentally changing what we need to learn and how we should teach,” explained Kallas. AI should support students in thinking more deeply, rather than doing the thinking for them. We must prepare them for a world in which information and answers are available at any time, but in which the ability to ask questions, analyze, evaluate, and make independent judgments becomes even more important.

“We are introducing AI-supported learning tools in upper secondary education, investing heavily in teacher professional development, and collaborating with researchers to understand how AI affects learning,” he said. Together with OpenAI, they have developed an AI learning tool that encourages students to ask questions, reflect, and reach conclusions on their own, rather than simply providing them with ready-made answers.

Reading, writing, and arithmetic remain indispensable

“I am convinced that the most significant changes will be pedagogical in nature. We need to rethink how students learn, how teachers teach, and how we assess knowledge and understanding. Teachers will continue to be at the center of this transformation,” Kallas is convinced. Technology alone cannot improve the quality of education. At the same time, reading, writing, arithmetic, and factual knowledge remain indispensable.

“They form the foundation for critical thinking and a deeper understanding. AI does not make these skills any less important,” Kallas clarified. “On the contrary: Students need a solid foundation to recognize errors, critically evaluate AI-generated information, and make informed decisions. Ultimately, our goal is to educate a generation that uses artificial intelligence to expand their own intellectual capabilities rather than becoming dependent on the technology.»

Saxony Does Not Want to Compromise on Educational Standards

Kallas and Clemens also commented on the skills that will be in demand among young people in the future. “It’s less and less about factual knowledge. But how do I distinguish facts from nonsense, and how do I solve problems? In Saxony, we’re currently revising all curricula to strengthen such fundamental skills,” Clemens emphasized. However, he added, there will be no compromises on educational standards. “Goethe’s *Faust* should continue to be read in the original.” AI also provides a different way to engage with the work.

For Kallas, the most important skill remains the ability to engage in lifelong learning. “We cannot predict exactly what the job market or society will look like in 2050. However, we can be certain that technological change will continue and that young people will have to adapt to conditions that we cannot yet fully foresee today.” Education must be more strongly focused on advanced thinking skills: critical analysis, creativity, problem-solving skills, independent judgment, and the ability to evaluate information.

Kallas: “Young people must also understand how they themselves think and learn so that they can continue to develop their own abilities. These are not just skills for professional life; they are also indispensable for democracy.” In a world where AI can generate convincing information, images, and arguments, young people must be able to distinguish reliable information from manipulation, weigh evidence, and form their own opinions.