AI in the discourse of the relationships between technology and education
DOI:
https://doi.org/10.1344/der.2024.45.1-7Keywords:
Artificial intelligence, education, abductionAbstract
The article reviews some of the relationships between AI and education, emphasizing the metaphors used, the difficulties in finding points of agreement, as well as aspects of the social criticism that is made of AI (e.g. considering that it can be a form of unwanted deviation). AI appears as one more case of technology that comes to improve education, as happened in the past with other less “intelligent” technologies, although now with more arguments in its favor. Secondly, it explores the logical mechanisms (abduction) that are widely used in human reasoning but also in AI, showing how their uncontrolled use can lead to certain conversation algorithms being able to lie, something that teachers would not do. An ethical rather than logical question is raised that deserves to be explored later.
References
Airoldi, M. (2022). Machine Habitus. Toward a Sociology of Algorithms. Cambridge: Polity Press.
Anderson, D. R. (1986). The Evolution of Peirce’s Concept of Abduction. Transactions of the Charles S. Peirce Society, 22(2), 145–164.
Becker, H. S. (2000).The etiquette of improvisation. Mind, Culture and Activity, 7: 171–6.
Becker, H.S. (1967). Whose Side Are We On?, Social Problems, 14, pp. 239–67.
Bieger, J., Thórisson, K.R., Steunebrink, B.R. (2017). The Pedagogical Pentagon: A Conceptual Framework for Artificial Pedagogy. In: Proceedings of AGI-17 (2017).
Birkerts, S. (1999). Elegías a Gutenberg. Madrid: Alianza.
Bourdieu, P. (1979). Les trois états du capital culturel. Actes de la Recherche en Sciences Sociales, 30, 3-6.
Cohen, S. (1972) Folk Devils and Moral Panics: The Creation of the Mods and Rockers. New York: Routledge, 2011.
Cuban, L. (1986) Teachers and Machines. The Classroom use of Technology since 1920. New York,:Teachers College Press Columbia University.
Drotner, K. (1999). Dangerous Media? Panic Discourses and Dilemmas of Modernity, en Paedagogica Historica, Volume 35, 3, 593-619.
Eco, U. (1985). Tratado de semiótica general. Barcelona: Lumen.
Eco, U. (1989). Cuernos, cascos, zapatos: Algunas hipótesis sobre tres tipos de abducción. En U. Eco y T. Sebeok (eds, 1989). El signo de los tres (Dupin, Holmes, Peirce), pp. 265-294. Barcelona: Lumen.
Eco U. y Sebeok T. (eds, 1989). El signo de los tres (Dupin, Holmes, Peirce). Barcelona: Lumen.
Fann, K.T. (1970). Peirce's Theory of Abduction. The Hague: Martinus Nijhoff.
Future of Life Institute (2023). Policymaking In The Pause. [https://futureoflife.org/wp-content/uploads/2023/04/FLI_Policymaking_In_The_Pause.pdf]
Kapitan, T. (1997). Peirce and the structure of abductive inference. In Studies in the Logic of Charles Sanders Peirce, N. Houser, D. Roberts, and J. Van Evra (eds.), 477–496. Bloomington: Indiana University Press.
Kim, J. y Cunnigham, D. (2003). A syllogism for formulating hypotheses. Semiotica, 144 –1/4 (2003), 303–317.
Larson, E. J. (2021). The Myth of Artificial Intelligence. Cambridge: The Belknap Press of Harvard University Press.
López de Mántaras, R. y Meseguer, P. (2017). Inteligencia Artificial. Madrid: Los libros de la catarata.
Magnani, L. (ed, 2023). Handbook of Abductive Cognition. New York: Springer.
McRobbie, A. y Thornton, S.L. (1995). Rethinking 'Moral Panic' for Multi-Mediated Social Worlds. The British Journal of Sociology, Vol. 46, No. 4 (Dec., 1995), pp. 559-574
Nardi, B. & O’Day, V. (1999). Information Ecologies: Using Technology with Heart. MIT Press.
Paavola, S. (2005). Peircean abduction: instinct, or inference? Semiotica, vol. 153, DOI: 10.1515/semi.2005.2005.153-1-4.131
Peirce, C.S. (1931–1958). Collected Papers of Charles Sanders Peirce, Charles Hartshorne, Paul Weiss, and A. W. Burks (eds.). Cambridge: Harvard University Press.
Pólya, G. (1973). How to solve it. A new aspect of the Mathematical Method. Princenton: Pricenton University Press. [orig. de 1945]
Ramah, G. (2023). Generative AI: Unveiling the Abductive Mind. On line: https://www.linkedin.com/pulse/generative-ai-unveiling-abductive-mind-gary-ramah-tqymc
Rodríguez Illera, J. L. (2023). Marcos de pensamiento: las relaciones entre tecnología y educación. Temps d’Educació, 64, 117-130.
Salomon, G. (1991). The different effects of technology in the development of the mind. En L. Tolchinsky (ed,1991) Culture, Schooling and Psychological Development. Norwood: Ablex.
Salomon, G., Perkins, D. & Globerson, T. (1992). Coparticipando en el conocimiento: la ampliación de la inteligencia humana con las tecnologías inteligentes. Comunicación, lenguaje y educación, Vol. 13, 6-22.
Schank, R. (2015). Machines that Think are in the Movies, in Brockman, J. (ed.), What to Think About Machines that Think, New York: Harper Collins.
Searle, J. (1980). Minds, Brains and Programs, Behavioral and Brain Sciences, 3: 417–57.
Searle, J. (1999). The Chinese Room Argument, en R.A. Wilson and F. Keil (eds.), The MIT Encyclopedia of the Cognitive Sciences, Cambridge, MA: MIT Press, 115-116.
Selwyn, N. (2018, 12 de junio). Six reasons artificial intelligence technology will never take over from human teachers [Blog]. EduResearch Matters. Consultado en mayo de 2023: https://www.aare.edu.au/blog/?p=2948
Selwyn, N. (2019). Should Robots Replace Teachers?: AI and the Future of Education. London: Polity.
Thagard, P. (1987). Semiotics and Hypothetic Inference in C. S. Peirce. in Versus, Semiotica testuale: mondi possibili e narratività, n. 19-20, pp. 163-172.
Thagard, P. (2024). Bots and beasts: What Makes Machines, Animals, and People Smart? M.I.T. Press.
Walsh, T, (2018). Machines that Think. The future of Artificial Intelligence. New York: Prometheus.
Watters, A. (2021). Teaching Machines. The History of Personalized Learning. MIT Press
Weller, M. (2020). 25 years of Ed Tech. Edmonton: AU Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 José Luis Rodríguez Illera
![Creative Commons License](http://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.