2004
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Volume 51, Issue 2
  • ISSN: 0165-4322
  • E-ISSN: 3050-9947

Abstract

Abstract

This essay explores the implications of (generative) artificial intelligence (AI) for education, particularly in primary education. While AI can improve efficiency and support various educational processes, the rapid integration of technology in classrooms calls for a deeper consideration of which aspects of education should and should not be assigned to AI. Drawing on thinkers such as E.D. Hirsch, Thomas Pfau, and Simone Weil, I argue that the acquisition of knowledge is not merely instrumental but foundational to critical thinking, moral development, and human flourishing. Increasing reliance on AI may undermine human capacities such as memory, attention, and moral judgment, which are essential to the good life. The essay questions whether the promise of personalized learning via AI might actually contribute to cultural fragmentation, inequality, and a diminished capacity for attention. Rather than rejecting technology outright, I advocate for a more deliberate approach that prioritizes human formation and flourishing. Ultimately, the essay calls for educators and policymakers to rethink the role of AI in education, not only in terms of how we use it but also in terms of whether its integration aligns with the deeper purposes of education in a democratic and humane society.

© Hanke de Vries-van den Ende
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/content/journals/10.5117/RADIX.2025.2.009.VRIE
2025-06-01
2025-08-20
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References

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Keyword(s): Artificial Intelligence; education; formation; human flourishing; knowledge
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