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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

Internationally acclaimed academic applauded on Africa Day
2011-06-02

 
 Prof. Ali Mazrui, an internationally acclaimed and renowned academic.

One of the world’s top academics was given a warm welcome in the rather cold Free State recently.

Prof. Ali Mazrui, an internationally acclaimed and renowned academic, visited us as part of our Africa Day celebrations as arranged by the Centre for Africa Studies. He delivered a keynote address, entitled ‘Pro-democracy uprisings in an African experience: from Sharpeville to Benghazi.’

A festive atmosphere and the sound of drums welcomed this intellectual giant as well as other delegates upon their arrival at the CR Swart Auditorium on our Bloemfontein Campus. Some of the delegates who attended the Africa Day Celebrations, included: Mr Tom Amolo, High Commissioner from the Republic of Kenya; Mr Dan Kgothule, MEC of Arts and Culture in the province; Prof. Jeff and Dr Carla Ramsdell, visitors from America; Dr Allan Boesak and Prof. Nicky Morgan, Vice-Rector: Operations.

Prof. Frederick Fourie, former Vice-Chancellor and Rector of our university, also attended the celebrations, as did some scholars from neighboring schools.

Welcoming Prof. Mazrui, Prof. Jonathan Jansen, Vice-Chancellor and Rector of our university, quipped that he was relieved the world had not ended the previous weekend as was predicted, because he was looking forward to listening to such a renowned intellectual.

Prof. Lucius Botes, Dean of Humanities, followed Prof. Jansen at the podium. He said the ability to go from following a bridging course to being one of the top 100 intellectuals in the world, indeed distinguishes Prof. Mazrui as an exceptional academic. This intellectual is, among others, an Albert Luthuli Professor at the University of Jos, Nigeria and Andrew D. Professor Emeritus and Senior Scholar in Africana Studies at Cornell University.

In his introduction, Prof. Mazrui said he feels honored and flattered by this opportunity. He proceeded by referring to the history of Africa Day and added that he would rather prefer an Africa Week to an Africa Day to ensure that everybody has the opportunity to celebrate the continent.

He sang the praises of South Africa, as almost every other African country which attained liberation from European colonial rule in the 20th century, has been unable to maintain its democratic order beyond its first decade of independence.

“The Republic of South Africa, on the other hand, liberated Nelson Mandela in 1990, held its first democratic election in 1994, and already has its third president. Nearly two decades after Apartheid, South Africa has not outlawed opposition parties, or experienced a military coup, or permitted the Head of State to govern the country as a dictator.”

In his speech he compared the uprisings in Sharpeville during 1960 and Soweto during 1976 with the more recent pro-democracy uprisings in North Africa, based on the role that weapons and the lack thereof, as well as the youth and women played in the respective cases.

He concluded by saying the uprisings in Tunisia and Egypt have already resulted in ousting dictators who had been entrenched in power for decades, adding that in Libya a third dictator’s future is on the line. “Never in the history of the Arabs have there been so many popular uprisings which seem to be inspired neither by Islam nor by anti-imperialism, but in the quest for liberal reforms. Half a century earlier in Sharpeville and Soweto, South Africans experienced their own political awakening.”

Prof. Kwandiwe Kondlo, Director of the Centre for Africa Studies, closed the event with a word of thanks to the American academic and his wife, guests and attendees. He said discussions prior to the event revealed that more research has to be done regarding gender issues on the continent.

Prof. Mazrui also participated in conversations at the institute and a media briefing which was hosted earlier the day.

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