The Mission of the Educational Philosopher and the Challenge of Artificial Intelligence: A Glimpse into the Iranian Context
Subject Areas :
1 - Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran
Keywords: Educational philosopher, artificial intelligence, university mission,
Abstract :
.In contrast to the significant growth of global literature on artificial intelligence and education, the existing works on Iranian philosophy of education not only face a chronic backwardness in this regard, but also show signs of significant indifference. This indifference has continued while the acceleration of changes related to artificial intelligence in the world goes beyond the mere “advancement of a tool” and discussions such as artificial superintelligence (ASI) are being seriously proposed and pursued (Tanchuk, 2025). In other words, it is not just a matter of adding new technology to schools and universities; learning models, assessment, the meaning of “teaching” and even beyond these, the meaning of who a person is and what humanity is (Kornilaev, 2021) are being redefined. At the same time, our lived experience in Iran shows that the everyday and often unregulated use of artificial intelligence tools is expanding among the public, students, and even schoolchildren. Therefore, the philosopher of education in Iran is forced to address this phenomenon from several angles: the acceleration of technological developments, the state of communication and computing infrastructures, and the indigenous culture of encountering technology that directly affects educational possibilities and risks. The central question of this article arises from this tension: Why has the community of educational philosophy in Iran not shown adequate theoretical and normative activism in the face of such profound transformation?
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