TRANSFORMATIONS IN EDUCATION IN THE CONTEXT OF AI (PHILOSOPHICAL ANALYSIS)

Андрій Кириченко; Зоя Стежко

doi:10.31392/iscs.2025.26.170

Автор(и)

Андрій Кириченко Central Ukrainian National Technical University, Kropyvnytskyi, Ukraine, Україна https://orcid.org/0000-0002-4335-9588
Зоя Стежко Central Ukrainian National Technical University, Kropyvnytskyi, Ukraine, Україна http://orcid.org/0000-0002-0172-4487

DOI:

https://doi.org/10.31392/iscs.2025.26.170

Ключові слова:

authentic intelligence, artificial intelligence, philosophical methodology, conceptual unity, contradiction, freedom, philosophical line of measure, academic integrity

Анотація

The ability of philosophical methodology in optimizing the outputs of scientific and pedagogical study of artificial intelligence (AI) and its implementation in the educational process are analyses in the paper. Implementation of philosophical and methodological principles into a certain scientific research makes possible to highlight that the society forms intellect of a personality; artificial intelligence as a direct analogue of authentic intelligence can only exist in fantasy or as an ideal. Positive aspects of the use of AI are outlined, as well as main threats from its use which are of a methodological nature. In particular, scientific and pedagogical work will be carried out using simplified models of thinking and in a partly artificial reality. Examples of the introduction of philosophical methodology into scientific and pedagogical research are shown with the following goals: to stay within the philosophical line of measure; to reach the stage of tolerance, psychological stability. It is pointed that such threats could only be minimized but only on the global scale applying philosophical methodology. Conclusion: the task is extremely complex, but it is adequate to the complexity of AI challenges; its solution is possible only on the basis of combining efforts of politics, philosophy, ethics, psychology, economics and pedagogy. At this stage, philosophical and methodological guidelines in scientific and pedagogical activities can be taken into account as markers.

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