Automation of Education in the Long-Term: Flaw-Ridden Half-Solution or Epoch-Making Game Changer?

The objective of this paper is to critically examine whether automation of education, either fully or partially will be viable or feasible in the long-term. We begin this paper by defining what pedagogy is, and tracing its origin, history and development over time. We then examine language acquisition theories, both first and second, and how they have either impacted or been constrained by pedagogical theory. We then also review educational technology and computer-based education and review and trace their history. The role of artificial education in education is also examined, along with an examination of its current successes, and challenges in education. The importance of ethnography and its role in pedagogy, along with a review and examination in carrying out evidence-based, data-driven and metric-driven outcomes is also carried out. The cons of automation of education are also reviewed, and the need for a human touch, and a practical and a pragmatic approach reiterated and emphasized. The role and the importance of educational infrastructure in realizing such goals is also emphasized, and we conclude that we have a long way to go before dreaming of such goals. A meaningful and a comprehensive debate can of course, be constituted rightaway. We hope and expect that this paper will be an important cog in the wheel of our globalization of science movement, and can help is critically analyze whether, such approaches can drive education in developing countries in the long term, and optimize human capital.