Education in the Age of Artificial Intelligence

Abstract

In the face of the mass-media revolution and the landscape opened by devices equipped with Artificial Intelligence (AI), this article seeks to investigate, from a pedagogical perspective, the configuration that education and the educational system either assume or should assume in relation to changes that have primarily shaken the entire cultural geography.

The reasoning will be guided by a reflection on the cultural implications - preceding even the anthropological, political, and economic dimensions - of these new devices on the processes of human formation, with a focus on the risks inherent in what has been termed the “post-truth era”. In particular, the most significant aspect lies in the intertwining of fiction and reality, which profoundly shapes modes of communication, information dissemination, argumentation, learning, and the interpretation of reality. This dynamic reshapes the categories of thought, including key concepts such as dignity and equality, and further delineates the possession of resources in terms of power. 

The issue calls into question both education (pedagogy and teaching methods) and the school system, urging the search for a remedy. It demands – urgently - the proposal of a credible and realistic formative narrative, alongside teaching methodologies that responsibly foster the development of an education for change. Such an education must enable a meaningful dialogue between humanity and technologies or devices that increasingly emulate human intelligence itself.