AI and the Future of Education: Philosophical Questions about the Role of Artificial Intelligence in the Classroom

Md. Ekram Hossain and Md. Ariful Islam
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Md. Ekram Hossain: Professor, Dept. of Philosophy, University of Rajshahi
Md. Ariful Islam: Professor, Dept. of Philosophy, University of Rajshahi

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 5541-5547

Abstract: The rapid integration of Artificial Intelligence (AI) into educational settings raises profound philosophical questions regarding the future of teaching and learning. AI technologies, such as adaptive learning platforms, automated grading systems and virtual tutors, are reshaping traditional educational practices. However, the role of AI in the classroom goes beyond technological convenience; it touches upon fundamental issues such as the nature of knowledge, the role of the teacher, and the human experience of learning. This article critically examines the philosophical implications of AI’s growing influence in education. By exploring concepts from epistemology, ethics, and the philosophy of education, we address key questions: How does AI alter the dynamics of the student-teacher relationship? Can AI effectively teach critical thinking, creativity, and ethical reasoning, or does it merely reinforce rote learning and standardized outcomes? What are the moral responsibilities of educators and developers in designing AI tools that shape educational experiences? Moreover, we consider the risks of over-reliance on AI, such as dehumanization in education, data privacy concerns, and the potential loss of intellectual autonomy. The article argues that while AI offers unprecedented opportunities to personalize education and expand access, it also demands careful reflection on its limits and ethical implications. Philosophical inquiry into the role of AI can help guide educators, policymakers, and technologists in making informed decisions that preserve the integrity of human-centered education. The balance between technological efficiency and fostering deep, critical learning must be struck with deliberate consideration of the broader philosophical landscape.

Date: 2024
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