Il kairos e la macchina: etica, corpo e impegno educativo
Parole chiave:
Embodied Education, Artificial Intelligence, Situated Learning, Kairos, Educational Ecology.Abstract
In un ecosistema educativo attraversato da profondi cambiamenti e segnato dalla crescente presenza di intelligenze artificiali, emerge la necessità di valorizzare la dimensione incarnata, affettiva e situata dell’esperienza educativa, in continuità con i presupposti dell’Embodied Cognition (Varela, Thompson & Rosch, 1991; Gallese & Lakoff, 2005). Attraverso un confronto tra intelligenze artificiali disincarnate e quelle dotate di presenza fisica e sensomotoria, il contributo esplora le trasformazioni che la presenza artificiale produce all’interno degli spazi e dei tempi educativi, mettendo in evidenza come il tempo dell’apprendere sia qualitativo, irripetibile, difficilmente rappresentabile attraverso metriche cronologiche, e meglio descrivibile attraverso una dimensione kairologica (Pfeifer & Bongard, 2007). In questa prospettiva, l’educatore assume il ruolo di progettista di mondi possibili (Laurillard, 2013), chiamato a costruire ambienti capaci di accogliere la complessità dei soggetti in apprendimento, senza cadere nella standardizzazione. Se accompagnata da una visione etica condivisa da educatori, istituzioni e progettisti tecnologici, l’intelligenza artificiale può contribuire a trasformare la didattica, orientandola verso una maggiore attenzione alla complessità dell’esperienza umana. Questo contributo intende tracciare alcune possibili coordinate per una didattica mediata dalla tecnologia, orientata all’incertezza e attenta alle condizioni corporee che rendono l’apprendere un’esperienza situata.
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