Tra logos e artigianalità: (ri)pensare il ruolo dell’Intelligenza artificiale nella didattica e in educazione

In the past years, the debate about new challenges introduced by artificial intelligence in education (AIED) has been enriched by authoritative contributions from different international institutions such as European Commission and the Council of Europe, leaving, however, a sense of uncertainty in practitioners. While AI tools (generative, translation, search, etc...) are already in the hands of users, they are still at an early stage of development, hinting the profile of potential opportunities and issues that will soon be knocking at the school’s door. The theoretical-critical contribution frames the issue of AI in relation to the debate between “apocalyptic” and “integrated”, highlighting the connection between AI technologies and the post-capitalist economic model. The aim is to propose a reflection in two main directions: 1) the promotion of an educa- tion for critical, responsible and ethical thinking, by emphasizing the priority of “logos” over “techne”; 2) the activation of educational practices capable of valuing processes over products, competence over knowledge, artisanship over awarenessless automation.