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16 July 2025 | Story Martinette Brits | Photo Kaleidoscope Studios
Michael von Maltitz
Prof Michael von Maltitz challenges current science education paradigms at the inaugural NAS Research Conference, urging a shift from grade-driven learning to fostering critical thinking, curiosity, and human intelligence in the era of AI and the Fourth Industrial Revolution.

In his keynote address at the inaugural NAS Research Conference on 1 July 2025, Prof Michael von Maltitz delivered a wide-ranging and compelling critique of the current state of science education. Speaking to an audience of researchers and academics, he challenged assumptions about learning, assessment, and the role of artificial intelligence (AI) in higher education – offering both caution and practical guidance.

Prof Von Maltitz – from the Department of Mathematical Statistics and Actuarial Science at the University of the Free State (UFS) – opened with an overview of the industrial revolutions leading up to the current Fourth Industrial Revolution, characterised by artificial intelligence, connectivity, and data-driven automation. He warned against remaining entrenched in this phase of development, arguing that AI, while powerful, is not truly intelligent. “AI … is … artificial,” he said. “It is based on brute-forcing very large numbers of very basic operations at blazing speeds, linking external inputs to stored information. And so, it’s not intelligent. It’s just strong.”

He cautioned that the unchecked use of AI – driven by efficiency, not understanding – risks entrenching systems that prioritise ease and profit over education and well-being. “Everything is profit-driven at the moment. Everything, and I mean … everything. Really. It is this greed that keeps us firmly stuck in the Fourth Industrial Revolution.”

This, he suggested, makes the vision of a Fifth Industrial Revolution both necessary and urgent. The next phase, he argued, should be one that centres on sustainability, equity, human-machine collaboration – and critically – the development of human intelligence and critical thinking. “There should be something here about ‘building human intelligence’ or ‘critical thinking’. This would truly make the Fifth Industrial Revolution about bettering humanity.”

 

When the measure becomes the mission

Central to his address was the idea of ‘broken proxies’ – the phenomenon where a measurement designed to approximate a goal becomes the goal itself, distorting the original purpose. He illustrated this concept using examples ranging from GDP and crime statistics to social media algorithms, before turning to science education. Here, grades and degrees, once indicators of knowledge and progress, have become ends in themselves.

“The only things that are important to students are grades and degrees, because the incentives are linked to grades and degrees, and so, obviously, all effort will go towards grades and degrees.”

Prof Von Maltitz reflected on his own academic journey, describing how he excelled at exams and accumulated qualifications, yet absorbed little meaningful knowledge in the process. “I played the grades game, and nothing stuck in long-term memory, as is the case with many of our students today,” he said. “Why? Well, there were merit bursaries, degrees, and awards up for offer, not for learning, but for performing well.”

This system, he argued, incentivises performance over understanding and leaves students vulnerable to shortcuts – particularly through generative AI. “Under the assumption that rewards are linked to grades and not education, if you offer a student an assessment method that can be gamed … it will be gamed.”

Referencing a recent MIT study, he warned of the cognitive toll of over-reliance on AI. “They showed that, over four months, the AI users’ brains became systematically less active, especially when asked at the end of the study to do a brain-only essay. They had lower brain function in every area. In four months, they had become significantly ‘dumber’ than their counterparts in the other arms of the study.”

 

Rebuilding curiosity and competence

Despite this sobering analysis, the address was not without optimism. Prof Von Maltitz urged delegates to reimagine education by shifting away from content-heavy teaching and rigid assessment structures. He called for a renewed focus on curiosity, conscious incompetence, and lifelong learning. “Are our students able to self-assess, identify weaknesses and gaps in their knowledge bases, seek answers, and build their own learning paths? Are they humble enough to say, ‘I don’t know’, and curious enough to go and find the answers?”

To support this vision, he proposed four practical steps: redefining teaching goals, distilling module content to its essentials, focusing on graduate attributes such as critical thinking and communication, and reassessing how learning is measured. He encouraged alternatives to traditional exams, including portfolios, interviews, peer assessment, and real-world problem solving.

“We don’t have to pretend to teach students everything in a particular field – but rather we show them what is out there to be learned,” he said.

“Education should not be about teaching everything,” he concluded, “but about showing students what can be known, how to learn, and where to go next.”

 

About Prof Von Maltitz

Prof Von Maltitz is Associate Professor in the UFS Department of Mathematical Statistics and Actuarial Science. He has a long-standing connection with the university, having been a student at the UFS since the start of his BSc, which he completed with distinction in 2003. Over the following years, he obtained a BCom Honours in 2004, MCom in Economics in 2005, BSc Honours in Mathematical Statistics in 2006, MSc in Mathematical Statistics in 2007, and completed his PhD in 2015 while already lecturing.

His research interests span statistics education, sequential regression multiple imputation, incomplete data, and multivariate statistics. He is also known for his strong focus on student engagement and the re-engineering of teaching and learning. His extensive contributions to the field have been recognised through multiple awards for excellence in education.

News Archive

Professor launches his book, opposition parties attend
2011-03-22

Prof. Hussein Solomon
Photo: Stephen Collett

“We are good in opposing people, but we’re less good in opposing ideas.” This was how Prof. Jonathan Jansen, Vice-Chancellor and Rector of the University of the Free State (UFS) introduced the book launch of Against all Odds: Opposition Politics in Southern Africa.

The event was hosted in collaboration with the publisher under the title: Are opposition parties in South Africa in a crisis? This formed part of a series of dialogue sessions, organised by the Centre for Africa Studies, in the run up to the local elections.
 
Amongst those interested who attended the evening in the Senate Hall of the CR Swart Building on the Main Campus were various politicians, students, staff en a panel consisting of academics and the respective provincial representatives of the ANC and DA.
 
Dr Mcebisi Ndletyana from the Human Sciences Research Council (HSRC), acted as arbiter.
 
Proff. Hussein Solomon, author of Against all Odds: Opposition Politics in Southern Africa, also lecturer at the UFS, as well as Dirk Kotzé, Head of the Department of Political Science at Unisa, delivered enriching lectures on the stance and positioning of opposition parties.
 
Prof. Hussein, who spoke first, circumscribed the context of the political climate in the country, based on his book. “The problem that political science encounters is that everybody becomes experts on the internet, while they have no experience of what is happening in South Africa.” He said that when political parties in the country are under discussion, voters often allow myths and/or stereotyping to influence their concept of it. ‘’If there are no opposition parties, there is no democracy and people are deprived of their vote.”
 
Prof. Kotzé stated in his speech that it was not only opposition parties who had to make the government watch its step, but also the status that the country acquired, amongst others, from its connections, i.e. collaborative agreements such as BRICSA and the country’s inclusion in the G20. He left the audience with a question about how they were going to become involved in politics, and with his rhetoric question referred to options like social networks and movements.
 
Mr Sibongile Besani, the ANC'S secretary in the Free State, said the DA grew due to it’s swallowing of other parties; something he claims is taking the country backwards. He also described the use of personalities by opposition parties as means of association a weakness. He added that voters will continue voting for the ANC because they can associate themselves with the party’s vision.
 
In contrast, Mr Roy Jankielsohn, provincial leader of the DA, said voters and parties unite under their core vision for the country as like in the case of the ANC during the liberation struggles.
 
During the question-and-answer session, which followed after Mr Jankielson’s speech, Prof. Kwandiwe Kondlo, upon completion and summary of the discussions, stated firmly that the opposition parties are in a crisis. “The start of the solution is to recognise the problem. That is why our democracy finds itself in the state in which it is; because the opposition does not fulfil the role that they are supposed to fulfil.“ Prof. Kondlo is the head of the Centre of Africa Studies at the UFS.
 
He concluded by stating that the economic basis in the country was not transformed. “We cannot say that people determine their futures if they posses nothing. Opposition parties must start to communicate at this level in order to table something new. Our democracy must become more inclusive at political and material level.”

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