Educating For Artificial Intelligence: Critical Thinking, Responsibility And Resistance

Within the epistemological framework of the symposium dedicated to the theme of Artificial Intelligence (AI), this contribution reflects on human thought as the true subject and protagonist of the ongoing revolution (Malavasi), capable of achieving a conscious and re-flective use of the resources generated by technological progress. In the face of the digital revolution, which has modified the perception of presence and position through the re-ontologisation of modernism (Floridi), educating for A.I. implies an in-depth reflection on meditating thought (Heidegger), capable of discernment and thoughtful choices in the use and management of technological devices. Such critical thinking (Dewey) is closely connected to the exercise of responsibility and judgement (Arendt; Jonas; Spina), as well as the education to resist (Houdé) cognitive automatisms (bias). The time of onlife requires educational work to promote critical thinking, capable of dealing with the invisibility of data and algorithms, in order to achieve their correct interpretation, through the processes of awareness, trustwor-thiness, and explainability (Rivoltella, Panciroli). Within the domain of a pedagogy of human development (Malavasi), the alliance between man and A.I. implements the need to appeal to one’s conscience in a critical manner and to question it constantly, in order to address issues concerning ethics and responsibility, such as privacy, security and fairness (Di Tore), in order to ensure an ecologically sustainable future for mankind (Malavasi).