Yapay zekâ ve eğitim ilişkisini yeniden düşünmek: Sosyolojik bir değerlendirme

Abstract

Eğitim, yapay zekâ (YZ) teknolojilerinin gelişmelerinden en fazla etkilenen ve etkilenmeye devam edecek olan kurumlardan biridir. Eğitimin bileşenlerinden olan öğrenci, öğretmen ve mekân üzerinde yapay zekânın etkileri görülebilmektedir. Yapay zekâ teknolojileri bu bileşenleri doğrudan etkileyebilmekte ancak aynı zamanda bu unsurların birbirleriyle olan etkileşimlerine de dolaylı olarak etki edebilmektedir. Bu çalışma, eğitim ve yapay zekâ ilişkisi sosyolojik ve eleştirel bir biçimde incelemeyi amaçlamaktadır. Yapay zekânın eğitim sistemlerine entegrasyonu konusunda olumlu ve olumsuz görüşlerin bulunduğu bilinmektedir. Bu çalışmanın amacı, yapay zekânın eğitimde kullanımının sosyolojik kavramlardan olan artı değer, dijital emek, gözetim ve algoritmik kontrol perspektifiyle yeniden değerlendirilerek; yapay zekânın etkisiyle eğitim ve bileşenlerinin dijital çağda nasıl anlamlandırıldığı açıklamaya çalışmaktır. Bu çalışma, ilgili konunun kuramsal arka planını ve kavramsal dönüşümünü tartışmaya açan eleştirel bir değerlendirmedir. Bu bağlamda, çalışmanın sonucunda, yapay zekânın eğitim sistemi içinde bir nesne olması gerekirken; çeşitli gerekçelerle bir özneye dönüşme tehlikesi barındırdığı sonucuna ulaşılmıştır.

Keywords

• Yapay zekâ
• eğitim
• artı değer
• dijital emek
• gözetim

Rethinking the relationship between artificial intelligence and education: A sociological assessment

Abstract

Education stands as one of the primary institutions most profoundly impacted by the advancements in Artificial Intelligence (AI) Technologies, a trajectory that is poised to persist. The manifestations of AI’s influence are discernable across the core constituents of education: the student, the educator, and the pedagogical space. While AI technologies directly impinge upon these components, they simultaneously exert an indirect influence on the relational dynamics and interactions between them. This study seeks to examine the nexus between education and artificial intelligence through a sociological and critical lens. It is well-established that the integration of artificial intelligence into educational systems elicits a spectrum of both affirmative and divergent perspectives. The objective of this research is to re-evaluate the utilization of AI in education through the sociological frameworks of surplus value, digital labor, surveillance, and algorithmic control. In doing so, it attempts to elucidate how education and its fundamental elements are re-conceptualized within the digital age under the influence of AI. Designed as a review article, this study utilizes a literature review methodology, which is situated within qualitative research paradigms. The findings suggest that while artificial intelligence ought to function as an object within the educational system, it harbors the inherent risk of transforming into a subject under various pretexts.

Keywords

• Artificial intelligence
• education
• surplus value
• digital labor
• surveillance

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