Russian Federation
The article examines the problem of attitudes toward academic errors in modern schools. Based on historical and philosophical analysis and student survey results, the destructiveness of the punitive grading model is proven. The necessity of an institutional transition from the fear of punishment to research motivation is substantiated, which is particularly relevant in the era of artificial intelligence, where the ability to verify an error becomes a key professional skill.
academic error, educational paradigm, grading system, learning motivation, artificial intelligence
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