Research Article
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Reimagining education: Bridging artificial intelligence, transhumanism, and critical pedagogy

Year 2024, Volume: 7 Issue: 1, 102 - 115, 31.01.2024
https://doi.org/10.31681/jetol.1308022

Abstract

From personalized advertising to economic forecasting, artificial intelligence (AI) is becoming an increasingly important element of our daily lives. These advancements raise concerns regarding the transhumanist perspective and associated discussions in the context of technology-human interaction, as well as the influence of artificial intelligence (AI) on education and critical pedagogy. In this regard, the purpose of this research paper was to investigate the intersection of AI and critical pedagogy by critically assessing the potential of AI to promote or hamper critical pedagogical practices in the context of transhumanism. The article provides an overview of the concepts of transhumanism, artificial intelligence, and critical pedagogy. In order to seek answers to research questions, qualitative research design was adopted, and GPT-3 was used as a data collection resource. Noteworthy findings include the similarity of the dialogue with the GPT-3 davinci model to a conversation between two human beings, as well as its difficulty in understanding some of the questions presented from a critical pedagogy perspective. GPT-3 draws attention to the importance of the relationship between humans in education and emphasizes that AI applications can be an opportunity to ensure equality in education. The research provides suggestions indicating the relationship between AI applications and critical pedagogy.

Thanks

We would like to thank OpenAI for allowing us to use the OpenAI platform as a researcher and for their support during the process.

References

  • Agar, N. (2013). Truly human enhancement: A philosophical defense of limits. MIT Press.
  • Arf, C. (1959). Makine Düşünebilir mi ve Nasıl Düşünebilir? Atatürk Üniversitesi 1958-1959 Öğretim Yılı Halk Konferansları (1), 91-103.
  • Ayling, J., & Chapman, A. (2022). Putting AI ethics to work: are the tools fit for purpose?. AI and Ethics 2(3), 405–429. https://doi.org/10.1007/s43681-021-00084-x
  • Billington, R. (1993). Living Philosophy: An Introduction to Moral Thought (2nd ed.). Routledge. https://doi.org/10.4324/9780203009819
  • Bhutoria, A. (2022). Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068
  • Bostrom, N., & Yudkowsky, E. (2018). The ethics of artificial intelligence. In Artificial intelligence safety and security (pp. 57-69). Chapman and Hall/CRC. https://doi.org/10.1201/9781351251389-4
  • Bozkurt, A. (2023a). Unleashing the potential of generative AI, conversational agents and chatbots in educational praxis: A systematic review and bibliometric analysis of GenAI in education. Open Praxis, 15(4), 261–270. https://doi.org/10.55982/openpraxis.15.4.609
  • Bozkurt, A. (2023b). Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift. Asian Journal of Distance Education, 18(1), 198-204. https://doi.org/10.5281/zenodo.7716416
  • Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C., Romero-Hall, E., Koutropoulos, A., Jandrić, P. (2023). Speculative futures on ChatGPT and Generative Artificial Intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
  • Craft, M. (1984). Education for diversity. In Education and cultural pluralism, ed. M. Craft, 5-26. London and Philadelphia: Falmer Press.
  • Chomsky, N. (2023). The False Promise of ChatGPT. The New York Times, 8 March. https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html.
  • Daneshjou, R., Smith, M. P., Sun, M. D., Rotemberg, V., & Zou, J. (2021). Lack of transparency and potential bias in artificial intelligence data sets and algorithms: a scoping review. JAMA Dermatology, 157(11), 1362-1369. https://doi.org/10.1001/jamadermatol.2021.3129
  • Freire, P. (1970). Pedagogy of the Oppressed. Seabury Press.
  • Gaskins, N. (2022). Interrogating Algorithmic Bias: From Speculative Fiction to Liberatory Design. TechTrends, 67(3), 417-425. https://doi.org/10.1007/s11528-022-00783-0
  • Goksel, N., & Bozkurt, A. (2019). Artificial intelligence in education: Current insights and future perspectives. In S. Sisman-Ugur & G. Kurubacak (Eds.), Handbook of Research on Learning in the Age of Transhumanism (pp. 224-236). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch014
  • Hastie, T., Tibshirani, R., & Friedman, J. H. (2009). The elements of statistical learning: data mining, inference, and prediction (Vol. 2, pp. 1-758). Springer. https://doi.org/10.1007/978-0-387-84858-7
  • Holmes, W., Bialik, M., & Fadel, C. (2023). Artificial intelligence in education. In: Data ethics: building trust : how digital technologies can serve humanity. (pp. 621-653). Globethics Publications. https://doi.org/10.58863/20.500.12424/4276068
  • Huang, A. Y., Lu, O. H., & Yang, S. J. (2023). Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers & Education, 194, 104684. https://doi.org/10.1016/j.compedu.2022.104684
  • Jani, K. H., Jones, K. A., Jones, G. W., Amiel, J., Barron, B., & Elhadad, N. (2020). Machine learning to extract communication and history-taking skills in OSCE transcripts. Medical Education, 54(12), 1159-1170. https://doi.org/10.1111/medu.14347
  • Kanpol, B. (1999). Critical pedagogy: An introduction. Greenwood publishing group.
  • Khan, I., Ahmad, A. R., Jabeur, N., & Mahdi, M. N. (2021). An artificial intelligence approach to monitor student performance and devise preventive measures. Smart Learning Environments, 8(1), 1-18. https://doi.org/10.1186/s40561-021-00161-y
  • LeCun, Y., Bengio, Y., & Hinton, G. (2015). Deep learning. Nature, 521, 436–444. https://doi.org/10.1038/nature14539
  • Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries?, Library Hi Tech News, 40(3), 26-29 . https://doi.org/10.1108/LHTN-01-2023-0009
  • Markauskaite, L., Marrone, R., Poquet, O., Knight, S., Martinez-Maldonado, R., Howard, S., Tondeur, J., De Laat, M., Buckingham Shum, S., Gašević, D., & Siemens, G. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?. Computers and Education: Artificial Intelligence, 3, 100056. https://doi.org/10.1016/j.caeai.2022.100056
  • McCarthy, J., Minsky, M., Rochester, N., & Shannon, C. (1955). A proposal for Dartmouth Summer Research Project on Artificial Intelligence. http://www.formal.stanford.edu/jmc/history/dartmouth.pdf.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco, CA: Jossey Bass.
  • Mialaret, G. (2017). Les sciences de l'éducation. Presses Universitaires de France. https://doi.org/10.3917/puf.miala.2017.01
  • More, M. (2013). The Philosophy of transhumanism. In More, M., & Vita-More, N. (Eds) The Transhumanist Reader: Classical and Contemporary Essays on the Science, Technology, and Philosophy of the Human Future, 3-17. https://doi.org/10.1002/9781118555927.ch1
  • OpenAI. (2022). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt/
  • Porter, A. (2017). Bioethics and transhumanism, The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 42(3), 237-260 , https://doi.org/10.1093/jmp/jhx001
  • Pruyn, M., & Huerta-Charles, L. (2016). This fist called my heart: The Peter McLaren reader, Volume I. IAP. www.googlebooks.com.
  • Qu, S., Li, K., Wu, B., Zhang, S., & Wang, Y. (2019). Predicting student achievement based on temporal learning behavior in MOOCs. Applied Sciences, 9(24), 5539. https://doi.org/10.3390/app9245539
  • Russell, S., & Norvig, P. (2010). Artificial intelligence: A modern approach (3rd Edition). Prentice Hall.
  • Şenocak, D., Kocdar, S., & Bozkurt, A. (2023). Historical, philosophical and ethical roots of artificial intelligence. Pakistan Journal of Education, 40(1), 67-90. https://doi.org/10.30971/pje.v40i1.1152
  • Sharon, T. (2013). Human nature in an age of biotechnology: The case for mediated posthumanism (Vol. 14). Springer Science & Business Media.
  • Silver, D., Huang, A., Maddison, C. J., Guez, A., Sifre, L., van den Driessche, G., Schrittwieser, J., Antonoglou, I., Panneershelvam, V., Lanctot, M., Dieleman, S., Grewe, D., Nham, J., Kalchbrenner, N., Sutskever, I., Lillicrap, T., Leach, M., Kavukcuoglu, K., Graepel, T., & Hassabis, D. (2016). Mastering the game of Go with deep neural networks and tree search. Nature, 529(7587), 484-489. https://doi.org/10.1038/nature16961
  • Stake, R. E. (1995). The art of case study research. Sage.
  • Strauss, A. L., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Thousand Oaks, CA: Sage.
  • Sutton, R. S., & Barto, A. G. (2018). Reinforcement learning: An introduction. MIT press.
  • Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022). Assessment in the age of artificial intelligence. Computers & Education: Artificial Intelligence, 3, 100075. https://doi.org/10.1016/j.caeai.2022.100075
  • Tirosh‐Samuelson, H. (2012). Transhumanism as a secularist faith. Zygon®, 47(4), 710-734. https://doi.org/10.1111/j.1467-9744.2012.01288.x
  • UNESCO. (2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656
  • Viniegra-Velázquez L. (2021). Colonialismo y educación médica: ¿educare o educere? [Colonialism and medical education: educare or educere?]. Boletin medico del Hospital Infantil de Mexico, 78(4), 306–317. https://doi.org/10.24875/BMHIM.20000234
  • Xia, Q., Chiu, T. K., Lee, M., Sanusi, I. T., Dai, Y., & Chai, C. S. (2022). A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Computers & Education, 189, 104582. https://doi.org/10.1016/j.compedu.2022.104582
Year 2024, Volume: 7 Issue: 1, 102 - 115, 31.01.2024
https://doi.org/10.31681/jetol.1308022

Abstract

References

  • Agar, N. (2013). Truly human enhancement: A philosophical defense of limits. MIT Press.
  • Arf, C. (1959). Makine Düşünebilir mi ve Nasıl Düşünebilir? Atatürk Üniversitesi 1958-1959 Öğretim Yılı Halk Konferansları (1), 91-103.
  • Ayling, J., & Chapman, A. (2022). Putting AI ethics to work: are the tools fit for purpose?. AI and Ethics 2(3), 405–429. https://doi.org/10.1007/s43681-021-00084-x
  • Billington, R. (1993). Living Philosophy: An Introduction to Moral Thought (2nd ed.). Routledge. https://doi.org/10.4324/9780203009819
  • Bhutoria, A. (2022). Personalized education and Artificial Intelligence in the United States, China, and India: A systematic review using a Human-In-The-Loop model. Computers and Education: Artificial Intelligence, 3, 100068. https://doi.org/10.1016/j.caeai.2022.100068
  • Bostrom, N., & Yudkowsky, E. (2018). The ethics of artificial intelligence. In Artificial intelligence safety and security (pp. 57-69). Chapman and Hall/CRC. https://doi.org/10.1201/9781351251389-4
  • Bozkurt, A. (2023a). Unleashing the potential of generative AI, conversational agents and chatbots in educational praxis: A systematic review and bibliometric analysis of GenAI in education. Open Praxis, 15(4), 261–270. https://doi.org/10.55982/openpraxis.15.4.609
  • Bozkurt, A. (2023b). Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift. Asian Journal of Distance Education, 18(1), 198-204. https://doi.org/10.5281/zenodo.7716416
  • Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, E., Mason, J., Stracke, C., Romero-Hall, E., Koutropoulos, A., Jandrić, P. (2023). Speculative futures on ChatGPT and Generative Artificial Intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
  • Craft, M. (1984). Education for diversity. In Education and cultural pluralism, ed. M. Craft, 5-26. London and Philadelphia: Falmer Press.
  • Chomsky, N. (2023). The False Promise of ChatGPT. The New York Times, 8 March. https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html.
  • Daneshjou, R., Smith, M. P., Sun, M. D., Rotemberg, V., & Zou, J. (2021). Lack of transparency and potential bias in artificial intelligence data sets and algorithms: a scoping review. JAMA Dermatology, 157(11), 1362-1369. https://doi.org/10.1001/jamadermatol.2021.3129
  • Freire, P. (1970). Pedagogy of the Oppressed. Seabury Press.
  • Gaskins, N. (2022). Interrogating Algorithmic Bias: From Speculative Fiction to Liberatory Design. TechTrends, 67(3), 417-425. https://doi.org/10.1007/s11528-022-00783-0
  • Goksel, N., & Bozkurt, A. (2019). Artificial intelligence in education: Current insights and future perspectives. In S. Sisman-Ugur & G. Kurubacak (Eds.), Handbook of Research on Learning in the Age of Transhumanism (pp. 224-236). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch014
  • Hastie, T., Tibshirani, R., & Friedman, J. H. (2009). The elements of statistical learning: data mining, inference, and prediction (Vol. 2, pp. 1-758). Springer. https://doi.org/10.1007/978-0-387-84858-7
  • Holmes, W., Bialik, M., & Fadel, C. (2023). Artificial intelligence in education. In: Data ethics: building trust : how digital technologies can serve humanity. (pp. 621-653). Globethics Publications. https://doi.org/10.58863/20.500.12424/4276068
  • Huang, A. Y., Lu, O. H., & Yang, S. J. (2023). Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom. Computers & Education, 194, 104684. https://doi.org/10.1016/j.compedu.2022.104684
  • Jani, K. H., Jones, K. A., Jones, G. W., Amiel, J., Barron, B., & Elhadad, N. (2020). Machine learning to extract communication and history-taking skills in OSCE transcripts. Medical Education, 54(12), 1159-1170. https://doi.org/10.1111/medu.14347
  • Kanpol, B. (1999). Critical pedagogy: An introduction. Greenwood publishing group.
  • Khan, I., Ahmad, A. R., Jabeur, N., & Mahdi, M. N. (2021). An artificial intelligence approach to monitor student performance and devise preventive measures. Smart Learning Environments, 8(1), 1-18. https://doi.org/10.1186/s40561-021-00161-y
  • LeCun, Y., Bengio, Y., & Hinton, G. (2015). Deep learning. Nature, 521, 436–444. https://doi.org/10.1038/nature14539
  • Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries?, Library Hi Tech News, 40(3), 26-29 . https://doi.org/10.1108/LHTN-01-2023-0009
  • Markauskaite, L., Marrone, R., Poquet, O., Knight, S., Martinez-Maldonado, R., Howard, S., Tondeur, J., De Laat, M., Buckingham Shum, S., Gašević, D., & Siemens, G. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?. Computers and Education: Artificial Intelligence, 3, 100056. https://doi.org/10.1016/j.caeai.2022.100056
  • McCarthy, J., Minsky, M., Rochester, N., & Shannon, C. (1955). A proposal for Dartmouth Summer Research Project on Artificial Intelligence. http://www.formal.stanford.edu/jmc/history/dartmouth.pdf.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). San Francisco, CA: Jossey Bass.
  • Mialaret, G. (2017). Les sciences de l'éducation. Presses Universitaires de France. https://doi.org/10.3917/puf.miala.2017.01
  • More, M. (2013). The Philosophy of transhumanism. In More, M., & Vita-More, N. (Eds) The Transhumanist Reader: Classical and Contemporary Essays on the Science, Technology, and Philosophy of the Human Future, 3-17. https://doi.org/10.1002/9781118555927.ch1
  • OpenAI. (2022). ChatGPT: Optimizing language models for dialogue. https://openai.com/blog/chatgpt/
  • Porter, A. (2017). Bioethics and transhumanism, The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 42(3), 237-260 , https://doi.org/10.1093/jmp/jhx001
  • Pruyn, M., & Huerta-Charles, L. (2016). This fist called my heart: The Peter McLaren reader, Volume I. IAP. www.googlebooks.com.
  • Qu, S., Li, K., Wu, B., Zhang, S., & Wang, Y. (2019). Predicting student achievement based on temporal learning behavior in MOOCs. Applied Sciences, 9(24), 5539. https://doi.org/10.3390/app9245539
  • Russell, S., & Norvig, P. (2010). Artificial intelligence: A modern approach (3rd Edition). Prentice Hall.
  • Şenocak, D., Kocdar, S., & Bozkurt, A. (2023). Historical, philosophical and ethical roots of artificial intelligence. Pakistan Journal of Education, 40(1), 67-90. https://doi.org/10.30971/pje.v40i1.1152
  • Sharon, T. (2013). Human nature in an age of biotechnology: The case for mediated posthumanism (Vol. 14). Springer Science & Business Media.
  • Silver, D., Huang, A., Maddison, C. J., Guez, A., Sifre, L., van den Driessche, G., Schrittwieser, J., Antonoglou, I., Panneershelvam, V., Lanctot, M., Dieleman, S., Grewe, D., Nham, J., Kalchbrenner, N., Sutskever, I., Lillicrap, T., Leach, M., Kavukcuoglu, K., Graepel, T., & Hassabis, D. (2016). Mastering the game of Go with deep neural networks and tree search. Nature, 529(7587), 484-489. https://doi.org/10.1038/nature16961
  • Stake, R. E. (1995). The art of case study research. Sage.
  • Strauss, A. L., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Thousand Oaks, CA: Sage.
  • Sutton, R. S., & Barto, A. G. (2018). Reinforcement learning: An introduction. MIT press.
  • Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldonado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022). Assessment in the age of artificial intelligence. Computers & Education: Artificial Intelligence, 3, 100075. https://doi.org/10.1016/j.caeai.2022.100075
  • Tirosh‐Samuelson, H. (2012). Transhumanism as a secularist faith. Zygon®, 47(4), 710-734. https://doi.org/10.1111/j.1467-9744.2012.01288.x
  • UNESCO. (2016). Education 2030: Incheon declaration and framework for action for the implementation of sustainable development goal 4: Ensure inclusive and equitable quality education and promote lifelong learning. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000245656
  • Viniegra-Velázquez L. (2021). Colonialismo y educación médica: ¿educare o educere? [Colonialism and medical education: educare or educere?]. Boletin medico del Hospital Infantil de Mexico, 78(4), 306–317. https://doi.org/10.24875/BMHIM.20000234
  • Xia, Q., Chiu, T. K., Lee, M., Sanusi, I. T., Dai, Y., & Chai, C. S. (2022). A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Computers & Education, 189, 104582. https://doi.org/10.1016/j.compedu.2022.104582
There are 44 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Tamer Sarı 0000-0003-3752-9277

Funda Nayir 0000-0002-9313-4942

Aras Bozkurt 0000-0002-4520-642X

Publication Date January 31, 2024
Published in Issue Year 2024 Volume: 7 Issue: 1

Cite

APA Sarı, T., Nayir, F., & Bozkurt, A. (2024). Reimagining education: Bridging artificial intelligence, transhumanism, and critical pedagogy. Journal of Educational Technology and Online Learning, 7(1), 102-115. https://doi.org/10.31681/jetol.1308022


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