حکمت معاصر
نوع مقاله : علمی-پژوهشی
نویسندگان
1 استادیار گروه آموزش علوم تربیتی دانشگاه فرهنگیان،صندوق پستی 889-14665 تهران، ایران
2 دکتری فلسفه تعلیم و تربیت و مدرس دانشگاه تربیت دبیر شهید رجایی
کلیدواژهها
عنوان مقاله English
نویسندگان English
The present study investigates the existential boundaries between the artificial teacher and the wise teacher, offering a critique of reductionism in technological education. Employing a descriptive-analytical and deductive methodology grounded in Mulla Sadra’s Transcendent Philosophy, this study examines the possibility or impossibility of machines fulfilling an educational role. The findings indicate that despite its efficiency in information processing and behavioral simulation, artificial intelligence remains ontologically situated at the level of inanimate matter due to its lack of a rational soul and knowledge by presence, rendering it incapable of comprehending semantic meaning. Since upbringing within Transcendent Philosophy is defined as the existential intensification of the learner, replacing the human teacher with an artificial agent is philosophically impossible because machines lack spiritual and moral perfections. Furthermore, based on the philosophical maxim "one who lacks a thing cannot bestow it", the artificial teacher—being inherently void of spiritual life, wisdom, and moral virtue—is unable to impart these qualities to the learner and cannot serve as an agent of the student's spiritual self-actualization. Ultimately, the study concludes that AI should function solely as a cognitive support tool, while the status of existential guidance and moral upbringing must remain the exclusive prerogative of the human teacher.
کلیدواژهها English
