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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

Law postgraduate student awarded IAWJ and Faculty of Law bursary
2017-03-02

Description: Association of women judges gala dinner 2017 Tags: Association of women judges gala dinner 2017


The University of the Free State Faculty of Law, in conjunction with the International Association of Women Judges (IAWJ) South Africa Chapter, hosted a gala dinner on 25 February 2017, in Bloemfontein, to raise awareness on the development programmes that women judges in South Africa, and specifically in the Free State, are involved in.

Focus on development of upcoming legal professionals
The event was a glamorous occasion attended by high-ranking officials in the Free State judiciary and Faculty of Law staff and students. Central to the evening’s events was the launch and presentation of the IAWJ/UFS Faculty of Law bursary that was presented to Mbali Mathebula, who is enrolled for an LLM at the UFS in 2017. Judge Mahube Molemela, Judge-President of the Free State High Court, and Chancellor of the Central University of Technology (CUT), presented the bursary to Mbali, commending her for choosing a poignant research thesis that focused on the rights of children with disabilities in South Africa. Judge Molemela expressed the importance of perseverance through study, and self-development as the key to a successful career in Law.

Transformation in the legal profession still a challenge
Some of the speakers of the evening included Prof Caroline Nicholson, Dean of the Faculty of Law and programme director, Judge Soma Naidoo, who gave introductory remarks, and Judge Mandisa Maya. In her remarks, Judge Maya outlined some of the prevailing challenges that women judicial officers still face, despite decades of reforms in the legal profession. She said: “Women in the judiciary are torchbearers who inspire and empower others, especially young women, and should strive to achieve high moral standards and exceptional scholarship.”

IAWJ mentors upcoming legal professionals
Judge Naidoo said the association had, over the past seven years, partnered with universities such as UFS, University of Pretoria (UP), University of South Africa (Unisa) and University of Cape Town (UCT) to support students through social outreach programmes. She noted the involvement of corporates and other legal professionals as key to their success. Judge Naidoo said the IAWJ had been instrumental in providing training for legal professionals in areas such as trafficking in persons across the Southern African Development Community (SADC), supported by the US Embassy in Pretoria, and had held health and wellness programmes for legal officers around the country.

The gala dinner was a celebration of the successes of the association over the years, and an opportunity to reflect on the important issues that women face in the legal profession, as well as a call to action for students and young legal professionals. The proceeds from the evening will be used to further mentor and develop law students around the country.

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