Artificial intelligence: Why is it our problem?
Alexander M. Sidorkin · Educational Philosophy and Theory · 2024
Artificial intelligence: Why is it our problem?Not every new technology or public media hype warrants the attention of philosophers and theorists of education.in recent years, we have witnessed many educational trends and technologies that have garnered significant buzz, such as the gamification of learning (dicheva et al., 2015), massive open online courses (MooCs) (Pappano, 2012), and the use of virtual reality in classrooms (Freina & ott, 2015).While these innovations have sparked much interest and discussion, not all of them have warranted a deep philosophical or theoretical examination.However, some technological advancements, like artificial intelligence (ai), present genuine mysteries that go beyond mere novelty and unfamiliarity. in such cases, we are confronted with not only a lack of knowledge about the technology itself but also a lack of understanding of how to approach and conceptualize its implications.ai's potential to disrupt education and the roles of teachers and students presents a complex challenge that demands the attention of philosophers and theorists.the impact of ai on education can be viewed through two contrasting scenarios, each with far-reaching consequences.if educators remain passive and allow the elemental forces of market and culture to dictate the infusion of ai in education, we risk deskilling of the current generation of students, as well as a new ai divide in the labor force.in an alternative scenario where we proactively work to reformat education in light of this transformative technology, ai has the potential to improve educational outcomes for all and realize its tremendous equalizing potential.these two options are real, and not easily ignored.to distinguish between passing fads and developments that merit philosophical and theoretical engagement, we must consider the technology's potential to disrupt fundamental aspects of education, the existence of unresolved conceptual or ethical questions, and the need for new frameworks to understand and guide its implementation.Most importantly, we must estimate how impactful can doing nothing be.at its core, philosophy is a form of tool-making; it is making intellectual tools.as John dewey (1916) argued, philosophy is not a mere intellectual exercise but a means of developing practical tools for solving problems and navigating the complexities of the world. in the case of ai, developing new philosophical and theoretical tools is crucial for understanding and navigating the profound disruptions it brings to education, and its consequences.in this sense, philosophy and theory are not just about acquiring knowledge but about developing ways of thinking that enable us to approach new challenges and mysteries.When faced with a transformative technology like ai, philosophers and theorists of education have a crucial role to play in crafting the intellectual tools needed to comprehend and navigate this uncharted territory.Novelty has a tendency to escape understanding because sometimes we have no conceptual apparatus to make sense of it.ai's role in education is profoundly disruptive because it challenges our existing frameworks for understanding educational tools and their impact on learning.as we grapple with the implications of ai, the work of philosophers and theorists will be essential in shaping the future of education in the age of artificial intelligence.almost a quarter century ago, Nicholas Burbules (2000) paper 'Why Philosophers of Education Should Care about technology issues' argued that philosophers of education need to critically engage with the profound implications of new information and communication technologies in education.He highlighted the potential opportunities and dangers presented by these