Glad you liked it. And yes, I would agree that this is in accordance with what I tried to point out.
Being asked a question two times incentivises children (and adults, I might add) to favour a different answer. This makes interpretations blurry and the categorisation notoriously unreliable. The child in the video you describe could well be regarded as in second or even third phase, yet not engaged in the intended task (but focussed on the “language game”) -- or simply unclassifiable. Criticism will often point out these weak data points but fail to check how that affects Piaget’s deduction of constructivism as a description of how concepts are acquired (not at all, as long as there is also some compelling evidence for phase 2).
Maybe some day we will have more objective measurements of people’s reasoning. Evolutionary biology started out with spotty data and took a long time to fill the gaps it couldn’t explain in detail, the human eye being the most prominent example,* but nothing in biology makes sense except in the light of evolution. For me, it’s the same with constructivism and learning theory. And it’s exciting, if scary, to see how we might learn more about our own minds in the near future.
*) I think it’s 300-odd evolutionary steps, and every single one brings a gradual fitness advantage.
Sharing things that touch me—in my case mostly true stories, special music, sometimes live performances—is something I really cherish about working as a teacher. It also happens to be a use of embodied knowledge that AI cannot replace: not because AI couldn’t understand human art, but because it could fake being moved by it. When I inevitably well up in those certain scenes of Britten’s War Requiem or Rameau’s Les Boreades, that is a hard-to-fake signal (at least for me, I’m a shitty actor), and it communicates something about human experience that a “crying” robot couldn’t.
This isn’t just a sentimental point. AI is eroding the economic value of education and marginalising its role for distinction (intelligence isn’t exclusive to humans any more). What remains is education as a pathway to embodied experience. Because of that, I think teaching will not become 100 % machine work.