发现世界｜硅谷AI之旅日记： 我们和下一代准备好进入AI新世纪了吗？

本文作者｜张诚、付扬联合撰写

中英文版

 硅谷AI之旅日记: 

 我们和下一代准备好 

 进入AI新世纪了吗？

随着人工智能（AI）的迅猛发展，全球教育和人才培养正面临前所未有的挑战与机遇。我们在伯克利大学的经历，深刻地揭示了未来人才的培养方向以及中美教育的对比。

● 参观与交流

在伯克利大学，我们遇到了来自苏州的大四学生Vera。她的经历令人振奋：通过努力学习和积极的社会实践，她不仅获得了全额奖学金，还在校期间创办了两家公司。她的故事展现了努力与机遇结合的力量。

她非常热情洋溢地给我们介绍着学校，充满了热情、自豪和对未来的展望。我们问你当时是怎么进伯克利大学的？

她说：“凭努力！我攻读的时候，每周至少有三天是通宵，经常能看见凌晨的曙光。伯克利大学在全球各个领域选择优秀的人才，我虽然来自苏州一所的普通中学，但我基础分考了满分，然后因为我参加过很多社会活动，并且创办过两家公司，因而获得了认可。在我积极的申请下，伯克利大学几乎给了我全奖。我现在大四，正在积极寻找实习的机会，在校期间，我已经创办了教育培训等两家初创公司。进入了伯克利大学就意味着我在硅谷有了一张入场券，我要努力，我将先会在硅谷工作一段时间，以后，我可能会选择回国去创业。”

留学生Vera带着大家参观伯利克校园

● 教育的多样性与国际化

Vera提到，伯克利大学吸引了全球各个领域的优秀人才，这不仅体现了教育的多样性，也反映了教育的国际化趋势。她的经历让我们看到，未来的人才需要具备沟通表达能力、全球视野和创新能力。

看着Vera同学阳光灿烂的朝气和才华，我们仿佛看见了她像李飞飞一样领袖、专业、风采的美好未来，也让我们感受到未来世界主人翁的追求、愿景、展望。离开时，我们由衷地给予了年轻学生深深的祝福。

● 教育体系的差异

在美国，教育注重培养学生的独立思考能力和实践经验，而中国的教育则相对注重基础知识的掌握和考试成绩。这种差异导致了学生在面对AI时代的挑战时，思维方式和应对能力的不同。

● 人才培养的方向

吴军老师在下午分享中指出，孩子和年轻人需要学习编程，即使不从事相关职业，这也是AI时代的基础。在《吴军阅读与写作讲义》书中，吴军老师也指出通识教育是当下的一个热门需要，并提出当前情况下最重要的基础能力重构，比如从大语文开始。因为基础能力的重构是构建理解世界、连接自我的基础能力。他的观点强调了通识教育的重要性，尤其是在培养大语文能力方面，这为我们理解未来教育的方向提供了新的视角。

吴军老师作“全球经济、技术展望和AI发展” 分享

●  AI时代的人才需求

在全球范围内，AI的发展需要多学科交叉的人才。无论是技术领域的专家，还是具备商业头脑的创业者，都会在未来的AI生态中发挥重要作用。东西方在这一领域的竞争与合作，必将推动技术的进一步创新。

●  提升全球视野

在我们的旅途中，同行者来自各行各业，大家都在积极交流与学习。这种氛围与国内某些领域面临的内卷与焦虑形成鲜明对比。未来的主人翁，正是这些具有全球视野和创新能力的年轻人。

吴军老师书籍

● 新的思维模式

让孩子和年轻人勇敢地迎接AI时代的到来，学好通识和语言以重构底层逻辑基础，掌握AI时代的技术逻辑和思维语言，组成一种新的“人生大模型”和“人生操作系统”。

● 培养主人翁精神

未来的人才需要在全球化的背景下，具备主人翁的精神。无论是英语世界还是华语世界，都为发展大模型提供了良好的基础。我们需要鼓励孩子们走出国门，去硅谷这样的技术中心，拓宽视野，掌握未来。

 结语 

让我们鼓励孩子和年轻人勇敢迎接AI时代的到来，和孩子一起去拓展眼界，尤其是到硅谷这样的世界技术风暴中心，认识世界、掌握未来！

2024年9月2日

Silicon Valley AI Journey Diary: Are We and the Next Generation Ready to Enter the New Century of AI?

With the rapid advancement of artificial intelligence (AI), global education and talent development are facing unprecedented challenges and opportunities. Our experience at the University of California, Berkeley, profoundly illuminated the direction for cultivating future talent and highlighted the contrasts between educational systems in China and the United States.

I. Insights from Berkeley

1. Exploration and Engagement

At Berkeley, we encountered Vera, a student from Suzhou. Her inspiring journey underscores the power of hard work and proactive engagement. Not only did she secure a full scholarship, but she also founded two companies during her time at university. Her narrative exemplifies the synergy between diligence and opportunity.

Vera enthusiastically introduced us to her university, brimming with pride and optimism for the future. When we inquired about her admission to Berkeley, she replied, "Through effort! During my studies, I often pulled all-nighters, seeing dawn break at least three times a week. Berkeley selects exceptional talent from around the world. Although I attended an ordinary high school in Suzhou, I achieved top scores on my exams and participated in numerous social activities, which garnered recognition. Through my proactive application efforts, Berkeley offered me nearly a full scholarship. Now, as a senior, I'm actively seeking internship opportunities, and during my time here, I've founded two startups in educational training. Gaining admission to Berkeley means I have a ticket to Silicon Valley, where I plan to work for a while before possibly returning to China to start my own business."

2.Diversity and Internationalization in Education

Vera noted that Berkeley attracts outstanding talent from diverse fields globally, reflecting both educational diversity and the trend of internationalization. Her experience illustrates that future talent must possess communication skills, a global perspective, and innovative capabilities.

Witnessing Vera’s vibrant energy and talent, we imagined her future as a leader, akin to Fei-Fei Li, radiating professionalism and charisma. This experience left us with a profound sense of the aspirations and visions that define the future's leaders. As we departed, we sincerely wished her and her peers all the best.

II. A Comparative Analysis of Chinese and American Education

1. Differences in Educational Systems

In the United States, education emphasizes fostering independent thinking and practical experience, while China tends to focus more on mastering foundational knowledge and examination results. This divergence results in different mindsets and coping abilities when students confront the challenges of the AI era.

2. The Direction of Talent Development

During an afternoon session, Professor Wu Jun emphasized the necessity for children and young people to learn programming, even if they do not pursue related careers, as this is foundational in the AI era. In his book Wu Jun's Reading and Writing Lectures, he highlights the growing need for general education and advocates for a reconstruction of essential skills, starting with comprehensive language education. He argues that this foundational skill reconstruction is critical for understanding the world and connecting with oneself, thereby providing a fresh perspective on the future of education.

III. Analysis and Understanding of Global Talent

1. Talent Demand in the AI Era

Globally, the development of AI necessitates interdisciplinary talent. Whether they are experts in technology or entrepreneurs with business acumen, these individuals will play crucial roles in the future AI ecosystem. The competition and collaboration between the East and West in this field will undoubtedly drive further technological innovation.

2. Enhancing Global Perspectives

Throughout our journey, our companions hailed from various industries, actively engaging in discussions and learning from one another. This atmosphere starkly contrasted with the feelings of anxiety and competition currently prevalent in certain sectors in China. The future's leaders will undoubtedly be young individuals equipped with global perspectives and innovative capacities.

IV. Constructing the Future's "Life Model"

1. A New Paradigm of Thinking

We must empower children and young people to embrace the arrival of the AI era courageously, mastering general knowledge and language to reconstruct foundational logic. They should acquire the technical reasoning and cognitive language necessary for the AI age, culminating in a new "Life Model" and "Operating System."

2. Fostering a Spirit of Ownership

Future talent must embody a spirit of ownership within a globalized context. Both the English-speaking and Chinese-speaking worlds provide a robust foundation for developing this model. We need to encourage children to venture abroad, particularly to technological hubs like Silicon Valley, to broaden their horizons and secure their futures.

Conclusion

Let us inspire children and young people to boldly embrace the onset of the AI era, expanding their perspectives alongside them, especially by experiencing the technological epicenter of Silicon Valley—where they can understand the world and seize their futures.

This article was co-authored by

Fu Yang and Zhang Cheng

September 2, 2024