Transitional Inferences: Cognitive and Technological Hybridizations for an Epistemically Re-sponsible Education
Parole chiave:
Hybrid inference, Explainable Artificial Intelligence (XAI), Epistemic responsibility, Critical abduction, Digital citizenship, Artificial intelligence in educationAbstract
In today’s educational landscape, the growing presence of Artificial Intelligence (AI) is re-shaping learning processes and introducing new epistemological challenges. Inferential prac-tices – deductive, inductive and above all abductive – today constitute a meeting point between the human mind and algorithmic logic. The present paper explores these “fertile hybridiza-tions” between cognitive models and intelligent systems, analyzing how symbolic, sub-symbolic and neuro-symbolic technologies implement the different forms of inference and how these influence educational contexts. The research is developed in three phases: (1) a conceptual reconstruction of the inferential forms in the logical tradition and in their algo-rithmic translation; (2) a critical analysis of AI-based educational technologies, with a focus on intelligent tutoring, adaptive learning and predictive assessment tools; (3) the proposal of a teaching model based on hybrid inference and oriented towards critical digital citizenship. The expected results concern the development of transversal epistemic skills such as critical awareness of sources, uncertainty management and the ability to distinguish between intuitive and explainable inference. In this sense, education is not configured as a simple adoption of technologies, but as the construction of a dialogical, cooperative and ethically founded envi-ronment, capable of forming responsible citizens in the age of AI.
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