Publications and Research
Document Type
Article
Publication Date
Fall 11-27-2023
Abstract
The emergence of ChatGPT and its ability to imitate student work has precipitated a crisis in education. Responses range from practical efforts to detect or prevent ChatGPT use to existential reflection about learning and assessment. However, the crisis is also epistemological, with educators struggling to determine what students know and fearing that student knowledge is diminishing. The educational philosophies of Socrates, Dewey, and Freire suggest that recognition of ignorance of different kinds (inquisitive, predictive, and practical)on the part of educators is uncomfortable but essential for improving the aims and methods of education. In this way, ChatGPT and the philosophy of education can be mutually illuminating.
Included in
Educational Methods Commons, Educational Psychology Commons, Educational Technology Commons, Epistemology Commons, History of Philosophy Commons, Holistic Education Commons, Humane Education Commons, Other Philosophy Commons, Scholarship of Teaching and Learning Commons
Comments
Published version:
Silva Sibilin, Casandra. “Education and the Epistemological Crisis in the Age of ChatGPT.” Critical Review: A Journal of Politics and Society, 1-12.
https://www.tandfonline.com/doi/full/10.1080/08913811.2023.2284042