رسالت فیلسوفِ تربیت و مسئله هوش مصنوعی؛ نیم‌نگاهی به ایران
محورهای موضوعی : تاریخ و ماهیت رشته فلسفهٔ تعلیم‌وتربیت، مکاتب و رویکردهای فلسفهٔ تعلیم‌وتربیت قدیم و جدید ،تاریخ اندیشه و عمل تربیتی (سیاست‌ها، برنامه‌ها، اقدامات و...) مفاهیم، گزاره‌ها و نظریه‌های تربیتی آراء مربیان و فیلسوفان تربیتی روش‌شناسی پژوهش‌های تربیتی انواع تربیت مسائل تعلیم‌وتربیت ایران و جهان برنامه درسی و آموزش در رشته‌های گوناگون
1 - گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر ، همدان، ایران
کلید واژه: فیلسوف تربیت, هوش مصنوعی, حکمرانی تربیتی, تربیت اصیل, شبه تربیت,
چکیده مقاله :
مقاله حاضر با هدف پیشنهاد چشم‌اندازی برای رسالت فیلسوف تربیت در ایران، به تحلیل چالش‌های هوش مصنوعی در عرصه تربیت پرداخته است. این مقاله فراتر از چالش‌های سطحی موجود، با تمرکز بر شناخت هوش مصنوعی و تأکید بر مسئولیت‌پذیری و آینده‌نگری، امکان شناسایی تربیت اصیل را در مقابل «شبه تربیت» در سه سطح فردی، اجتماعی و حکمرانی تربیتی بررسی می‌کند. مطالعه از رویکرد مرور انتقادی کیفی و مضمون‌محور برای تحلیل متون انتخابی از نشریات معتبر بین‌المللی فلسفه تربیت استفاده کرده است. داده‌های پژوهش شامل شانزده مقاله منتشر شده طی سال‌های 2021 تا 2025 است. معیارهای انتخاب مقالات بر اساس وجود واژه «هوش مصنوعی» در عنوان، چکیده یا کلیدواژه‌ها و همچنین پرداخت به پرسش‌های بنیادین و دگرگونی‌های پارادایمی در تربیت بوده است. یافته‌ها نشان می‌دهند که پرسشگری مداوم، گشودگی به حالت‌های ممکن هوش مصنوعی و طرح پرسش‌های اساسی در حوزه تربیت، از جمله نکات کلیدی هستند که فیلسوفان تربیت در ایران باید در کانون اندیشه‌ورزی خود قرار دهند و از گرفتار شدن در پرسش‌های سطحی و بی‌توجهی به چالش‌های بومی پرهیز کنند.
This article aims to outline a perspective on the mission of the philosopher of education in Iran by examining the philosophical challenges posed by artificial intelligence (AI) in the field of education. Moving beyond superficial debates, the study focuses on understanding the nature of AI while emphasizing responsibility and foresight, thereby exploring the possibility of distinguishing between “authentic education” and “pseudo-education” at three levels: individual, social, and educational governance. The study adopts a critical approach and employs thematic analysis to examine selected texts published in leading international journals of philosophy of education. The research data consist of sixteen articles published between 2021 and 2025. The inclusion criteria were the presence of the term “artificial intelligence” in the title, abstract, or keywords, along with an explicit engagement with fundamental questions and paradigmatic shifts in education. The findings indicate that continuous questioning, openness to the potentialities of AI, and the formulation of fundamental educational questions—while taking local considerations into account—are key imperatives that philosophers of education in Iran must place at the center of their intellectual engagement, thereby avoiding superficial inquiries and neglect of context-specific challenges.
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