Artificial intelligence, post-humanism and education: between simulacrum and assembly
DOI:
https://doi.org/10.5585/44.2023.23906Keywords:
artificial intelligence, posthumanism, distributed cognition, conscience, ChatGPTAbstract
Na argument is put forward against personifying generative artificial intelligence (AI) agents based on natural language models such as ChatGPT and Bard. It is proposed that projecting “humanity” onto this type of artifact is a form of educationally unproductive anthropocentric attachment; Katherine Hayles' model of cognitive assembly (new unconscious) is proposed as na alternative, in which technical (non-conscious) cognitions produce modes of attention-recognition that have moral and political agency, but are not to be confused with human consciousness. The projection of a theory of mind onto the artifact is explained through a post-phenomomenoloical framework and it is warned that neither demonizing artificial intelligence, nor treating these simulacra as de facto intelligence “empowers” the human, but only reenacts progressively more reductionist versions of the idealized humanista human. It is urgent to use in a more transparent way the articulations between consciousness and non-human modes of awareness so that neither students nor AI become less and less “intelligent”.
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