With the advent of Artificial Intelligence (AI), the world is witnessing changes that affect nearly every aspect of human life. Education, in particular, is no longer what we once knew. The conventional idea of imparting knowledge solely through human educators is now being challenged by the presence of AI tutors. This new educational landscape compels many to reflect on the way forward in the era of Artificial Intelligence.
At a programme held by the USIM Writers’ Pool (UWP) on 28 July 2025, Prof. Emeritus Tan Sri Dato’ Dzulkifli Abdul Razak delivered a thought-provoking talk on these challenges. His presentation, “Humanising Education Through Authentic Intelligence,” offered an essential and timely perspective on reevaluating our collective stance on education. In a world increasingly shaped by AI, automation, and digital advancements, Prof. Dzulkifli urged educators and decision-makers to focus on what he calls Authentic Intelligence, a learning framework rooted in ethics, empathy, spiritual depth, and our common humanity.
At the heart of his message was the conviction that education must be reimagined as more than just a path to academic success or economic gain. Instead of reducing education to the mechanical transfer of information or the relentless pursuit of grades, rankings, and performance metrics, it should be seen as a transformative experience for the soul. Education, he argued, must nurture not only cognitive abilities but also moral character, emotional intelligence, critical thinking, and self-awareness.
Prof. Dzulkifli emphasised that Authentic Intelligence cannot be measured by test scores, publication counts, or algorithmic evaluations. Rather, it is revealed through wisdom, sound judgment, and compassion. Thus, educators carry a profound responsibility not merely to transfer knowledge but to develop their students’ full human potential. The key questions we must ask are: “Who are we educating?” and “What kind of individuals are they becoming?” These must take precedence over narrow concerns with curriculum topics or technological tools.
Another major theme was the merging of knowledge systems, specifically the integration of Naqli (revealed knowledge) and Aqli (rational knowledge). Prof. Dzulkifli proposed this balance as the foundation of a holistic and inclusive framework that unites faith and reason, ethics and logic, tradition and innovation. This approach reflects Malaysia’s educational heritage while addressing global concerns about the dehumanising effects of data-driven teaching methods.
As a Japanese language educator, I find significant resonance between these ideas and Japanese educational principles. The concept of kokoro (心, heart) the unity of heart, mind, and spirit echoes the holistic perspective of Authentic Intelligence. Cultural values such as omoiyari (思いやり, empathy), gaman (頑張る, perseverance), and wa (和, harmony) embody these principles. In Japan, education goes beyond academic knowledge to foster character development, emotional awareness, and social harmony.
In my own teaching, I strive to go beyond vocabulary and grammar exercises. My goal is to create a classroom environment where students learn to empathise, respect cultural diversity, and grow as caring, reflective individuals. In this way, language becomes not only a tool for communication but also a medium that carries values and reflects our shared humanity.
To conclude, Prof. Dzulkifli’s talk serves as a powerful reminder that reintegrating humanity into education is not an optional consideration, but an essential one. Whether in language teaching or any other discipline, we must educate with intellect and with compassion, integrity, and vision, for the betterment of individuals, communities, and the world at large.