Artificial Intelligence as a Harbinger of Significant Changes in Education

Authors

DOI:

https://doi.org/10.31874/2309-1606-2023-29-2-9

Keywords:

philosophy of education, artificial intelligence, machine learning, computer programs, linguistic models, critical thinking, consciousness, knowledge

Abstract

The rapid development of programs based on the principles of machine learning (ML) and artificial intelligence (AI) signals significant changes in the components of education, namely in the provider, the tool of transmission, and the recipient of knowledge. Historical data analysis regarding the key functions of education serves as the basis for identifying fundamental innovations introduced through AI and ML. The impact of writing, printing, and the Internet has significantly altered the tool for knowledge transmission, influencing the volume of information and the number of knowledge recipients. The implementation of AI and ML transforms not only the tool but also the provider of knowledge itself, which can become impersonal thanks to the corresponding computer programs. With the historically justified increase in the volume of knowledge possessed by humanity, there is a transformation observed in education systems. This is especially true for democratic societies, where the emphasis is increasingly shifting from providing a large amount of knowledge to developing critical thinking. It has been researched that programs based on AI and ML, applying linguistic models, are capable of effectively systematizing knowledge. This lays the foundation for personalizing the entire education process for a specific knowledge recipient, without burdening the provider. However, there have been cases when such imitation misleads scientists, who perceive it as attempts at communication between programs that have an equivalence to the human level. The conclusions drawn indicate a significant transformation of the education system caused by AI and ML-based programs. However, intelligent programs are unable to evolve into independent knowledge recipients due to their inability to consciously attribute meaning to information, transforming it into knowledge.

Author Biography

Anton Maleiev, Taras Shevchenko National University of Kyiv

PhD student of the Faculty of Philosophy, specialty “Philosophy”

References

Chernenko, T. V. (2019). International Experience in Implementing Media Literacy for Specific Target Groups: Opportunities for Ukraine. https://niss.gov.ua/doslidzhennya/informaciyni-strategii/mizhnarodniy-dosvid-vprovadzhennya-mediagramotnosti-dlya

Chiu, E. (2017). Facebook AI Project Generates Own Language, Chat Transcript Baffles Humans. International Business Times. 07.03.2017. https://www.ibtimes.com/facebookai-project-generates-own-language-chat-transcript-baffles-humans-2572297

Fischer, S. R. (2004). History of Writing. Chicago: University of Chicago Press.

Fodor, J. A. (1975). The Language of Thought. Cambridge, Massachusetts: Harvard University Press.

Forbs. (2020). 6 Predictions About Data In 2020 And The Coming Decade. https://www.forbes.com/sites/gilpress/2020/01/06/6-predictions-about-data-in-2020-and-thecoming-decade/?sh=78649dae4fc3

Gladwell, M. (2005). Blink: The Power of Thinking Without Thinking. Trans. by I. Savyuk. Kharkiv: Club of Family Leisure.

Homer. (2023a). Iliad. Trans. by B. Ten. Kyiv: Folio.

Homer. (2023b). Odyssey. Trans. by B. Ten. Kyiv: Folio.

Herodotus. (2003). The Histories. Trans. by A. Sélincourt. London: Penguin Classics.

Info Cern. (1990). Home of the first website. https://info.cern.ch/

Lanham, R. (2005). The Electronic Word: Democracy, Technology, and Art. Trans. by A. Halushka. Kyiv: Nika-Center.

Lewis-Williams, D.J. (2002). The Mind in the Cave: Consciousness And The Origins Of Art. London: Thames & Hudson.

MAN Platform. (2023). How Artificial Intelligence is Changing School Education: Research Results of the Small Academy of Sciences and Projector Institute. https://platform.man.gov.ua/media/eb0068b6-4437-4bee-b6df-fd953caffebd

Malcolm, G. (2005). Blink: The Power of Thinking Without Thinking. Trans. by I. Savyuk. Kharkiv: Club of Family Leisure.

McLuhan, M. G. (2015). The Gutenberg Galaxy: The Making of Typographic Man. Trans. by A. Halushka and V. Postnikov. Kyiv: Nika-Center.

Myronchuk, N. M. (2014). Organization and Content of Student Education in Medieval Universities. Student Historical-Pedagogical Almanac, 2, 28-33.

Plato. (2009). Euthyphro. Trans. by B. Jowett. https://classics.mit.edu/Plato/euthyfro.html

Searle, J. R. (1980). Minds, Brains, and Programs. Behavioral and Brain Sciences, 3(3), 417-457. https://doi.org/10.1017/S0140525X00005756

Stahl, W. H., Burge, E. L. & Johanson, R. (eds.). (1977). Martianus Capella and the Seven Liberal Arts: The Marriage of Philology and Mercury. Trans by H. S. William. New York: Columbia University Press.

Stringer, C. (2012). Lone Survivors: How We Came to Be the Only Humans on Earth. New York: Times Books.

Thorndike, E. L. (2017). Animal Intelligence. London: Routledge.

Thucydides. (2017). The History of the Peloponnesian War. Trans. by R. Crawley. Digireads.com Publishing.

Turing, A. (1950). Computing Machinery and Intelligence. Mind, LIX (236), 433–460. https://doi.org/10.1093/mind/LIX.236.433

UK Public General Acts. (2017). Digital Economy Act 2017. https://www.legislation.gov.uk/ukpga/2017/30/contents/enacted

Downloads

Abstract views: 113

Published

2024-02-26

How to Cite

Maleiev, A. (2024). Artificial Intelligence as a Harbinger of Significant Changes in Education. Filosofiya Osvity. Philosophy of Education, 29(2), 143–159. https://doi.org/10.31874/2309-1606-2023-29-2-9

Issue

Section

Articles

Metrics

Downloads

Download data is not yet available.