Akademik Yapay Zekâ Etiği: Yükseköğretimde Üretken Yapay Zekânın Normatif Sınırları

Abstract

Bu çalışma, üretken yapay zekânın yükseköğretimdeki kullanımını yalnızca teknik verimlilik, kolaylık veya düzenleme sorunu olarak değil, akademik öznenin düşünme yetisi, entelektüel emeğin niteliği, hakikatle ilişkisi ve kurumsal sorumluluğu açısından normatif bir mesele olarak ele almaktadır. Makalenin temel iddiası, yapay zekânın akademideki meşruiyetinin tek tek kriz başlıklarına verilen tepkilerle değil, bütünlüklü bir felsefi model içinde değerlendirilmesi gerektiğidir. Bu amaçla çalışma, öncelikle yükseköğretimde yapay zekâya ilişkin güncel literatürü akademik dürüstlük, yazarlık, ölçme-değerlendirme, pedagojik tasarım, araştırma ve yönetişim eksenlerinde incelemekte; ardından bu literatürde belirginleşen felsefi boşluğu tartışmaktadır. Devamında Kant, Aristoteles, Platon ve Descartes’ın sunduğu normatif imkânlar, akademik yapay zekâ tartışmasının klasik felsefi temelleri olarak yeniden yorumlanmakta; fenomenoloji, Heidegger ve dijital habitus yaklaşımlarıyla bu çerçeve çağdaş bir düzlemde genişletilmektedir. Son aşamada geliştirilen teorik model, akademik uygulama alanlarına uyarlanarak üretken yapay zekânın hangi koşullarda düşünmeyi destekleyen meşru bir araç, hangi koşullarda ise özerkliği, entelektüel karakteri ve hakikat yönelimini aşındıran etik bir sorun haline geldiği ortaya konmaktadır. Böylece makale, akademik yapay zekâ etiği için birleşik bir normatif model önermektedir.

Keywords

• Üretken Yapay Zekâ
• Akademik Etik
• Yükseköğretim
• Yapay Zekâ Etiği
• Entelektüel Özerklik
• Normatif Etik
• Teknoloji Felsefesi

Academic AI Ethics: The Normative Limits of Generative Artificial Intelligence in Higher Education

Abstract

This study treats the use of generative artificial intelligence in higher education not merely as a problem of technical efficiency, convenience, or regulation, but as a normative issue concerning the academic subject’s capacity to think, the quality of intellectual labor, its relation to truth, and institutional responsibility. The article’s central claim is that the legitimacy of AI in academia should not be assessed through reactive responses to isolated crisis topics, but within an integrated philosophical model. To this end, the study first examines the current literature on AI in higher education along the axes of academic integrity, authorship, assessment, pedagogical design, research, and governance; it then discusses the philosophical gap that becomes visible within this literature. It subsequently reinterprets the normative possibilities offered by Kant, Aristotle, Plato, and Descartes as the classical philosophical foundations of debates on academic AI, and extends this framework onto a contemporary plane through phenomenology, Heidegger, and approaches to digital habitus. In the final stage, the theoretical model developed is applied to areas of academic practice to show under what conditions generative AI becomes a legitimate tool that supports thinking and under what conditions it becomes an ethical problem that erodes autonomy, intellectual character, and an orientation toward truth. In this way, the article proposes an integrated normative model for academic AI ethics.

Keywords

• Generative Artificial Intelligence
• Academic Ethics
• Higher Education
• Artificial Intelligence Ethics
• Intellectual Autonomy
• Normative Ethics
• Philosophy of Technology

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