Intelligenza artificiale e democrazia: sfide etiche per l'educazione
Parole chiave:
Intelligenza Artificiale, Cittadinanza digitale, Educazione e pensiero critico, Bias algoritmico, Etica dell'informazioneAbstract
Questo contributo esplora le sfide etiche e educative poste dall’intersezione tra le tecnologie dell’Intelligenza Artificiale (IA) e del digitale, democrazia e educazione. La digitalizzazione ha trasformato i paradigmi educativi e la partecipazione civica, richiedendo alle scuole di promuovere una alfabetizzazione digitale critica per affrontare disinformazione, bias algoritmici e sorveglianza (Zuboff, 2019; McChesney, 2013). Riprendendo il concetto di Dewey della scuola come “laboratorio di democrazia” (Dewey, 1916) e la visione di Freire (1970) dell’educazione come strumento di emancipazione sociale, il contributo evidenzia la necessità di preparare cittadini attivi nel contesto digitale. Il concetto di infosfera di Floridi (2014) inquadra gli ambienti digitali come parte integrante dell’esperienza umana, richiedendo una riflessione etica sull’uso dei dati e sulla conoscenza mediata dall’IA (Floridi, 2011). Inoltre, i sistemi algoritmici possono perpetuare bias presenti nei dati di addestramento (Noble, 2018; Buolamwini & Gebru, 2018), sottolineando l’urgenza di sviluppare competenze specifiche sull’IA. Le scuole devono garantire equità nell’accesso alle tecnologie e promuovere le competenze indicate in framework come DigComp (Vuorikari et al., 2022), affinché gli studenti possano valutare criticamente i contenuti digitali e partecipare democraticamente. L’articolo propone un approccio equilibrato in cui l’innovazione tecnologica sia al servizio dei valori democratici, favorendo inclusione, empowerment e partecipazione civica.
Riferimenti bibliografici
Angwin, J., Larson, J., Mattu, S., & Kirchner, L. (2016). Machine bias in criminal justice. ProPublica
Bayne, S. (2015). What's the matter with ‘technology-enhanced learning’?. Learning, media and technology, 40(1), 5-20.
Buolamwini, J., & Gebru, T. (2018). Gender shades: Intersectional accuracy disparities in commercial gender classification. In Conference on fairness, accountability and transparency (pp. 77-91). PMLR.
Castells, M. (1996). The network society. Blackwell.
Castells, M. (2007). Communication, power and counter-power in the network society. International journal of communication, 1, 29-29.
Castells, M. (2013). Communication power. OUP Oxford.
Choi, M., & Cristol, D. (2021). Digital citizenship with intersectionality lens: Towards participatory de-mocracy driven digital citizenship education. Theory into practice, 60(4), 361-370.
Correia, A. M. R. (2002, July). Information literacy for an active and effective citizenship. In White Paper prepared for UNESCO, the US National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for use at the Information Literacy Meeting of Experts, Prague, The Czech Republic.
Crawford, K., & Calo, R. (2016). There is a blind spot in AI research. Nature, 538(7625), 311-313.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
Eubanks, V. (2018). Automating inequality: How high-tech tools profile, police, and punish the poor. St. Martin's Press.
European Commission. (2020). Digital education action plan 2021–2027: Resetting education and training for the digital age. Official Journal of the European Union
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum-Verlag
Floridi, L. (2011). The philosophy of information. Oxford University Press.
Floridi, L. (2013). The ethics of information. Oxford University Press.
Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. Oxford University Press.
Floridi, L. (2019). The Logic of Information: A Theory of Philosophy as Conceptual Design. Oxford Uni-versity Press.
Floridi, L. (2021). Pensare l’infosfera. La filosofia come design concettuale. Raffaello Cortina Editore
Harari, Y. N. (2015). Homo deus: A brief history of tomorrow. Harper.
Ihde, D. (1979). Technics and praxis. D. Reidel Publishing Company.
Ihde, D. (1990). Technology and the Lifeworld: From garden to earth. Indiana University Press.
Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st cen-tury. MIT Press.
Kahne, J., & Bowyer, B. (2019). Can media literacy education increase digital engagement in politics? Learning, media and technology, 44(2), 211-224.
Knox, J., Williamson, B., & Bayne, S. (2020). Machine behaviourism: Future visions of "learnification" and "datafication" across humans and digital technologies. Learning, Media and Technology, 45(1), 31–45
Koskinen, I. (2024). We have no satisfactory social epistemology of AI-based science. Social Epistemology, 38(4), 458-475.
Lupton, D. (2019). Data selves: More-than-human perspectives. Polity Press.
McChesney, R. W. (2013). Digital disconnect: How capitalism is turning the Internet against democracy. New Press, The.
Martin, A. (2008). Digital literacy and the digital society. In C. Lankshear & M. Knobel (Eds.), Digital lit-eracies: Concepts, policies, and practices (pp. 151-176). Peter Lang.
Milenkova, V., & Lendzhova, V. (2021). Digital citizenship and digital literacy in the conditions of social crisis. Computers, 10(4), 40.
Nissenbaum, H. (2010). Privacy in context: Technology, policy, and the integrity of social life. Stanford Law Books.
Noble, S. U. (2018). Algorithms of oppression: How search engines reinforce racism. In Algorithms of op-pression. New York university press.
Nussbaum, M. C. (2010). Not for profit: Why democracy needs the humanities. Princeton University Press.
Pangrazio, L., & Sefton-Green, J. (2021). Digital rights, digital citizenship and digital literacy: What’s the difference? Journal of new approaches in educational research, 10(1), 15-27.
Papacharissi, Z. (2010). A private sphere: Democracy in a digital age. Polity.
Pariser, E. (2011). The filter bubble: What the Internet is hiding from you. penguin UK.
Polizzi, G. (2020). Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content. Computers & Education, 152, 103859.
Regan, P. M., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twen-ty-first century student sorting and tracking. Ethics and Information Technology, 21, 167-179.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu.
Russo, F., Schliesser, E., & Wagemans, J. (2024). Connecting ethics and epistemology of AI. Ai & Society, 39(4), 1585-1603.
Selwyn, N. (2021). Education and technology: Key issues and debates. Bloomsbury Publishing.
Selwyn, N. (2022). The future of AI and education: Some cautionary notes. European Journal of Education, 57(4), 620-631.
Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1510-1529.
Tyner, K. (2014). Literacy in a digital world: Teaching and learning in the age of information. Routledge.
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citi-zens-With new examples of knowledge, skills and attitudes.
Williamson, B. (2017). Big Data in Education: The digital future of learning, policy and practice. SAGE.
Wulandari, E., Winarno, W., & Triyanto, T. (2021). Digital citizenship education: Shaping digital ethics in society 5.0. Universal Journal of Educational Research, 9(5), 948-956.
UNESCO. (2021). Recommendation on the Ethics of Artificial Intelligence. UNESCO Publishing.
Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. PublicAffairs.
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Monica Di Domenico, Pio Alfredo Di Tore
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
