By By Ngwoke, Celestine Ikechukwu, Patrick Chukwudi Chinemere & Oraekesi, Stella Chioma
Abstract
This paper presents a critical examination of the intersection of philosophy and artificial intelligence (AI) in education. As Al becomes increasingly integrated into educational settings, it raises important philosophical questions about the nature of knowledge, intelligence, and cognition. This paper explores the implications of Al on teaching, learning, and the very notion of education itself, highlighting the need for a nuanced and critical approach to technological integration. Through a review of existing literature and philosophical frameworks, this paper identifies key areas of concern, including the potential for bias and discrimination, the impact on social relationships and community, and the need for transparency and accountability. Ultimately, this paper argues that the future of education in the age of Al depends on our ability to thoughtfully navigate these philosophical complexities and prioritize inclusive, equitable, and transformative learning experiences for all.
