رسالت فیلسوفِ تربیت و مسئله هوش مصنوعی؛ نیم‌نگاهی به ایران
الموضوعات :
1 - گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ملایر، ملایر ، همدان، ایران
الکلمات المفتاحية: فیلسوف تربیت, هوش مصنوعی, حکمرانی تربیتی, تربیت اصیل, شبه تربیت,
ملخص المقالة :
مقاله حاضر با هدف پیشنهاد چشم‌اندازی برای رسالت فیلسوف تربیت در ایران، به تحلیل چالش‌های هوش مصنوعی در عرصه تربیت پرداخته است. این مقاله فراتر از چالش‌های سطحی موجود، با تمرکز بر شناخت هوش مصنوعی و تأکید بر مسئولیت‌پذیری و آینده‌نگری، امکان شناسایی تربیت اصیل را در مقابل «شبه تربیت» در سه سطح فردی، اجتماعی و حکمرانی تربیتی بررسی می‌کند. مطالعه از رویکرد مرور انتقادی کیفی و مضمون‌محور برای تحلیل متون انتخابی از نشریات معتبر بین‌المللی فلسفه تربیت استفاده کرده است. داده‌های پژوهش شامل شانزده مقاله منتشر شده طی سال‌های 2021 تا 2025 است. معیارهای انتخاب مقالات بر اساس وجود واژه «هوش مصنوعی» در عنوان، چکیده یا کلیدواژه‌ها و همچنین پرداخت به پرسش‌های بنیادین و دگرگونی‌های پارادایمی در تربیت بوده است. یافته‌ها نشان می‌دهند که پرسشگری مداوم، گشودگی به حالت‌های ممکن هوش مصنوعی و طرح پرسش‌های اساسی در حوزه تربیت، از جمله نکات کلیدی هستند که فیلسوفان تربیت در ایران باید در کانون اندیشه‌ورزی خود قرار دهند و از گرفتار شدن در پرسش‌های سطحی و بی‌توجهی به چالش‌های بومی پرهیز کنند.
المصادر:
Aboodi, R. (2025). The worrisome potential of outsourcing critical thinking to artificial intelligence. Educational Theory, 75(5), 626–645. https://doi.org/10.1111/edth.70037
Alipour, F. (2024). Educational and professional challenges and opportunities in the era of artificial intelligence: Necessities and requirements of schools. Theory and Practice in Teachers Education, 10(18), 277–288. https://doi.org/10.48310/itt.2024.17302.1004. (In Persian)
Altman, S. (2023). Planning for AGI and beyond. OpenAI. https://openai.com/blog/planning-for-agi-and-beyond
Ariel, L., & Hayak, M. (2025). The paradox of AI in ESL instruction: Between innovation and oppression. Educational Theory, 75(5), 646–660. https://doi.org/10.1111/edth.70034
Bareis, J., & Katzenbach, C. (2021). Talking AI into being: The narratives and imaginaries of national AI strategies and their performative politics. Science, Technology, & Human Values, 47(5), 855–881. https://doi.org/10.1177/01622439211030007
Bogia, M. L. (2025). Distribution double bind: On the ethical implications of “How.” Educational Theory. Advance online publication. https://doi.org/10.1111/edth.70045
Booth, R. (2025, August 27). Teen killed himself after “months of encouragement from ChatGPT,” lawsuit claims. The Guardian. https://www.theguardian.com/technology/2025/aug/27/chatgpt-scrutiny-family-teen-killed-himself-sue-open-ai
Bower, M., Henderson, M., Slade, C., et al. (2025). What generative artificial intelligence priorities and challenges do senior Australian educational policy makers identify (and why)? Australian Educational Researcher, 52, 2069–2094. https://doi.org/10.1007/s13384-025-00801-z
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., … Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1). https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709
Burbules, N. C. (2025). Artificial intelligence in education: Use it, or refuse it? Educational Theory, 75(5), 597–602. https://doi.org/10.1111/edth.70038
Costello, E., Mason, J., Stracke, C. M., & Romero-Hall, E. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53–130. https://doi.org/10.5281/zenodo.7636568
Cox, G. M. (2023). Artificial intelligence and the aims of education: Makers, managers, or inforgs? Studies in Philosophy and Education, 43(1), 15–30. https://doi.org/10.1007/s11217-023-09907-2
Demiralay, R. (2025). Öğretmen adaylarında yapay zekâ destekli eğitimin bilişsel yük ve pedagojik yansımaları: Sistematik ve bibliyometrik bir analiz. Journal of Academic Social Science Studies, 18(103), 499–526.
Dishon, G. (2025). Frankenstein, Emile, ChatGPT: Educating AI between natural learning and artificial monsters. Educational Theory, 75(5), 702–719. https://doi.org/10.1111/edth.70025
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., … (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 10264. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Eaton, S. E. (2023). Postplagiarism: Transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology. International Journal of Educational Integrity, 19(1), 23. https://doi.org/10.1007/s40979-023-00144-1
Euronews. (2024, April 5). Israeli military used AI to identify 37,000 targets in Gaza. Euronews. https://parsi.euronews.com/my-europe/2024/04/05/sraeli-military-used-ai-to-identify-37000-targets-in-gaza
Fisher, A., & Tallant, J. (2024). Teaching and knowledge: Uneasy bedfellows. Journal of Philosophy of Education, 58(1), 24–40. https://doi.org/10.1093/jopedu/qhad086
Fallah Tafti, F., & Abdekhodaei, Z. (2025). Governance of deepfakes through the lens of governance jurisprudence: A jurisprudential-legal framework. Modern Technologies Law, e226097. https://doi.org/10.22133/mtlj.2025.483993.1384
Floridi, L. (2011). Children of the fourth revolution. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3854443 (In Persian)
Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. Oxford University Press.
Ghaemi-Nia, A. (2006). Religion and artificial intelligence. Zehn, 7(25), 23–36. (In Persian)
Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006
Hendler, J., & Mulvehill, A. M. (2016). Social machines. Apress. https://doi.org/10.1007/978-1-4842-1156-4
Holmes, W., Persson, J., Chounta, I. A., Wasson, B., & Dimitrova, V. (2022). Artificial intelligence and education: A critical view through the lens of human rights, democracy and the rule of law. Council of Europe. https://doi.org/10.1007/s43621-024-00641-4
Irna. (2025, August 11). https://www.irna.ir/news/85910584 (In Persian)
Jackson, L. (2024). The manliness of artificial intelligence. Educational Philosophy and Theory, 57(7), 645–649. https://doi.org/10.1080/00131857.2024.2409739
Jackson, L., Sidorkin, A. M., Jandrić, P., Costello, E., Heybach, J. A., Greenhalgh-Spencer, H., … Tesar, M. (2025). The voice of artificial intelligence: Philosophical and educational reflections. Educational Philosophy and Theory, 57(7), 650–661. https://doi.org/10.1080/00131857.2025.2481588
Jandrić, P., & Knox, J. (2022). The postdigital turn: Philosophy, education, research. Policy Futures in Education, 20(7), 780–795. https://doi.org/10.1177/14782103211062713
Gregor, M. J., Anchor, R., & Kant, I. (1996). The conflict of the faculties (1798). In A. W. Wood & G. di Giovanni (Eds.), Religion and rational theology (pp. 233–328). Cambridge: Cambridge University Press.
Khosropanah Dezfoli, A. (2024). The theory of “modern,” “velayi,” and “hikmi” governance based on contemporary literature, artificial intelligence, and Surah al-Ma’idah. Strategy for Culture, 17(65), 7–47. https://doi.org/10.22034/jsfc.2024.478525.2711 (In Persian)
Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614. https://doi.org/10.3390/su15075614
Kornilaev, L. (2021). Kant's doctrine of education and the problem of artificial intelligence. Journal of Philosophy of Education, 55(6), 1072–1080. https://doi.org/10.1111/1467-9752.12608
Lee, S.-E. (2023). Otherwise than teaching by artificial intelligence. Journal of Philosophy of Education, 57(2), 553–570. https://doi.org/10.1093/jopedu/qhad019
Linderoth, C., Hultén, M., & Stenliden, L. (2024). Competing visions of artificial intelligence in education: A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines. Policy Futures in Education, 22(8), 1662–1678. https://doi.org/10.1177/14782103241228900
Markov, B. V., & Volkova, S. V. (2020). Philosophy of education in the digital era. Open Journal for Studies in Philosophy, 4(2), 57–66. https://doi.org/10.32591/coas.ojsp.0402.02057m
Mehrnews. (2025, April 30). https://www.mehrnews.com/news/6452291 (In Persian)
Peters, M. A., Jackson, L., Papastephanou, M., Jandrić, P., Lazaroiu, G., Evers, C. W., … Fuller, S. (2023). AI and the future of humanity: ChatGPT-4, philosophy and education—Critical responses. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2023.2213437
Pagès, A. (2025). Teaching as an act: Lacan and philosophy of education. Journal of Philosophy of Education. Advance online publication. https://doi.org/10.1093/jopedu/qhaf021
Perepelytsia, O., & Khrabrova, V. (2025). Education and university in the age of artificial intelligence. Filosofiya Osvity. Philosophy of Education, 30(2), 186–198. https://doi.org/10.31874/2309-1606-2024-30-2-12
Pham, S. T. H., & Sampson, P. M. (2022). The development of artificial intelligence in education: A review in context. Journal of Computer Assisted Learning, 38(5), 1408–1421. https://doi.org/10.1111/jcal.12687
Reuters. (2025, August 26). OpenAI, Altman sued over ChatGPT’s role in California teen’s suicide. Reuters. https://www.reuters.com/sustainability/boards-policy-regulation/openai-altman-sued-over-chatgpts-role-california-teens-suicide-2025-08-26
Romero, M., & Urmeneta, A. (Eds.). (2024). Manifesto in defence of human-centred education in the age of artificial intelligence. In Creative applications of artificial intelligence in education (pp. xxx–xxx). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55272-4_12
Safari, A. (2025). Designing a policy-making model based on artificial intelligence in educational organizations. Strategy for Culture, e228141. https://doi.org/10.22034/jsfc.2025.496660.2758 (In Persian)
Shalevska, E. (2024). Human rights in the age of AI: Understanding the risks, ethical dilemmas, and the role of education in mitigating threats. Journal of Legal and Political Education, 1(2), 38–52. https://doi.org/10.47305/jlpe2412038sh
Sidorkin, A. M. (2024). Artificial intelligence: Why is it our problem? Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2024.2348810
Sidorkin, A. M. (2025). Educating AI: A case against non-originary anthropomorphism. Educational Theory, 75(5), 720–738. https://doi.org/10.1111/edth.70027
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5
Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Tanchuk, N. J., & Taylor, R. M. (2025). Personalized learning with AI tutors: Assessing and advancing epistemic trustworthiness. Educational Theory, 75(3), 327–353. https://doi.org/10.1111/edth.70009
The Guardian. (2025, August 27). Teen killed himself after “months of encouragement from ChatGPT,” lawsuit claims. The Guardian. https://www.theguardian.com/technology/2025/aug/27/chatgpt-scrutiny-family-teen-killed-himself-sue-open-ai
Tofangchi, S., Shokrkhah, Y., Khaniki, H., & Soltanifar, M. (2022). The body as a new media or transhumanism in the age of artificial intelligence. Journal of Philosophical Investigations, 16(40), 225–242. https://doi.org/10.22034/jpiut.2022.52287.3268 (In Persian)
Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4(1), Article 6. https://doi.org/10.1007/s44217-025-00592-6
White, J. (2024). What is philosophy of education? Overlaps and contrasts between different conceptions. Journal of Philosophy of Education, 58(4), 450–461. https://doi.org/10.1093/jopedu/qhae019
Zarghami-Hamrah, S., & Ahmadi-Hedayat, H. (2025). Rethinking the role of the teacher: From architect of education to realistic collaboration with artificial intelligence. Journal of Philosophical Investigations. Advance online publication. https://doi.org/10.22034/jpiut.2025.67502.4119 (In Persian)
Aboodi, R. (2025). The worrisome potential of outsourcing critical thinking to artificial intelligence. Educational Theory, 75(5), 626–645. https://doi.org/10.1111/edth.70037
Alipour, F. (2024). Educational and professional challenges and opportunities in the era of artificial intelligence: Necessities and requirements of schools. Theory and Practice in Teachers Education, 10(18), 277–288. https://doi.org/10.48310/itt.2024.17302.1004. (In Persian)
Altman, S. (2023). Planning for AGI and beyond. OpenAI. https://openai.com/blog/planning-for-agi-and-beyond
Ariel, L., & Hayak, M. (2025). The paradox of AI in ESL instruction: Between innovation and oppression. Educational Theory, 75(5), 646–660. https://doi.org/10.1111/edth.70034
Bareis, J., & Katzenbach, C. (2021). Talking AI into being: The narratives and imaginaries of national AI strategies and their performative politics. Science, Technology, & Human Values, 47(5), 855–881. https://doi.org/10.1177/01622439211030007
Bogia, M. L. (2025). Distribution double bind: On the ethical implications of “How.” Educational Theory. Advance online publication. https://doi.org/10.1111/edth.70045
Booth, R. (2025, August 27). Teen killed himself after “months of encouragement from ChatGPT,” lawsuit claims. The Guardian. https://www.theguardian.com/technology/2025/aug/27/chatgpt-scrutiny-family-teen-killed-himself-sue-open-ai
Bower, M., Henderson, M., Slade, C., et al. (2025). What generative artificial intelligence priorities and challenges do senior Australian educational policy makers identify (and why)? Australian Educational Researcher, 52, 2069–2094. https://doi.org/10.1007/s13384-025-00801-z
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., … Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1). https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/709
Burbules, N. C. (2025). Artificial intelligence in education: Use it, or refuse it? Educational Theory, 75(5), 597–602. https://doi.org/10.1111/edth.70038
Costello, E., Mason, J., Stracke, C. M., & Romero-Hall, E. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53–130. https://doi.org/10.5281/zenodo.7636568
Cox, G. M. (2023). Artificial intelligence and the aims of education: Makers, managers, or inforgs? Studies in Philosophy and Education, 43(1), 15–30. https://doi.org/10.1007/s11217-023-09907-2
Demiralay, R. (2025). Öğretmen adaylarında yapay zekâ destekli eğitimin bilişsel yük ve pedagojik yansımaları: Sistematik ve bibliyometrik bir analiz. Journal of Academic Social Science Studies, 18(103), 499–526.
Dishon, G. (2025). Frankenstein, Emile, ChatGPT: Educating AI between natural learning and artificial monsters. Educational Theory, 75(5), 702–719. https://doi.org/10.1111/edth.70025
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., … (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 10264. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Eaton, S. E. (2023). Postplagiarism: Transdisciplinary ethics and integrity in the age of artificial intelligence and neurotechnology. International Journal of Educational Integrity, 19(1), 23. https://doi.org/10.1007/s40979-023-00144-1
Euronews. (2024, April 5). Israeli military used AI to identify 37,000 targets in Gaza. Euronews. https://parsi.euronews.com/my-europe/2024/04/05/sraeli-military-used-ai-to-identify-37000-targets-in-gaza
Fisher, A., & Tallant, J. (2024). Teaching and knowledge: Uneasy bedfellows. Journal of Philosophy of Education, 58(1), 24–40. https://doi.org/10.1093/jopedu/qhad086
Fallah Tafti, F., & Abdekhodaei, Z. (2025). Governance of deepfakes through the lens of governance jurisprudence: A jurisprudential-legal framework. Modern Technologies Law, e226097. https://doi.org/10.22133/mtlj.2025.483993.1384
Floridi, L. (2011). Children of the fourth revolution. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3854443 (In Persian)
Floridi, L. (2014). The fourth revolution: How the infosphere is reshaping human reality. Oxford University Press.
Ghaemi-Nia, A. (2006). Religion and artificial intelligence. Zehn, 7(25), 23–36. (In Persian)
Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006
Hendler, J., & Mulvehill, A. M. (2016). Social machines. Apress. https://doi.org/10.1007/978-1-4842-1156-4
Holmes, W., Persson, J., Chounta, I. A., Wasson, B., & Dimitrova, V. (2022). Artificial intelligence and education: A critical view through the lens of human rights, democracy and the rule of law. Council of Europe. https://doi.org/10.1007/s43621-024-00641-4
Irna. (2025, August 11). https://www.irna.ir/news/85910584 (In Persian)
Jackson, L. (2024). The manliness of artificial intelligence. Educational Philosophy and Theory, 57(7), 645–649. https://doi.org/10.1080/00131857.2024.2409739
Jackson, L., Sidorkin, A. M., Jandrić, P., Costello, E., Heybach, J. A., Greenhalgh-Spencer, H., … Tesar, M. (2025). The voice of artificial intelligence: Philosophical and educational reflections. Educational Philosophy and Theory, 57(7), 650–661. https://doi.org/10.1080/00131857.2025.2481588
Jandrić, P., & Knox, J. (2022). The postdigital turn: Philosophy, education, research. Policy Futures in Education, 20(7), 780–795. https://doi.org/10.1177/14782103211062713
Gregor, M. J., Anchor, R., & Kant, I. (1996). The conflict of the faculties (1798). In A. W. Wood & G. di Giovanni (Eds.), Religion and rational theology (pp. 233–328). Cambridge: Cambridge University Press.
Khosropanah Dezfoli, A. (2024). The theory of “modern,” “velayi,” and “hikmi” governance based on contemporary literature, artificial intelligence, and Surah al-Ma’idah. Strategy for Culture, 17(65), 7–47. https://doi.org/10.22034/jsfc.2024.478525.2711 (In Persian)
Kooli, C. (2023). Chatbots in education and research: A critical examination of ethical implications and solutions. Sustainability, 15(7), 5614. https://doi.org/10.3390/su15075614
Kornilaev, L. (2021). Kant's doctrine of education and the problem of artificial intelligence. Journal of Philosophy of Education, 55(6), 1072–1080. https://doi.org/10.1111/1467-9752.12608
Lee, S.-E. (2023). Otherwise than teaching by artificial intelligence. Journal of Philosophy of Education, 57(2), 553–570. https://doi.org/10.1093/jopedu/qhad019
Linderoth, C., Hultén, M., & Stenliden, L. (2024). Competing visions of artificial intelligence in education: A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines. Policy Futures in Education, 22(8), 1662–1678. https://doi.org/10.1177/14782103241228900
Markov, B. V., & Volkova, S. V. (2020). Philosophy of education in the digital era. Open Journal for Studies in Philosophy, 4(2), 57–66. https://doi.org/10.32591/coas.ojsp.0402.02057m
Mehrnews. (2025, April 30). https://www.mehrnews.com/news/6452291 (In Persian)
Peters, M. A., Jackson, L., Papastephanou, M., Jandrić, P., Lazaroiu, G., Evers, C. W., … Fuller, S. (2023). AI and the future of humanity: ChatGPT-4, philosophy and education—Critical responses. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2023.2213437
Pagès, A. (2025). Teaching as an act: Lacan and philosophy of education. Journal of Philosophy of Education. Advance online publication. https://doi.org/10.1093/jopedu/qhaf021
Perepelytsia, O., & Khrabrova, V. (2025). Education and university in the age of artificial intelligence. Filosofiya Osvity. Philosophy of Education, 30(2), 186–198. https://doi.org/10.31874/2309-1606-2024-30-2-12
Pham, S. T. H., & Sampson, P. M. (2022). The development of artificial intelligence in education: A review in context. Journal of Computer Assisted Learning, 38(5), 1408–1421. https://doi.org/10.1111/jcal.12687
Reuters. (2025, August 26). OpenAI, Altman sued over ChatGPT’s role in California teen’s suicide. Reuters. https://www.reuters.com/sustainability/boards-policy-regulation/openai-altman-sued-over-chatgpts-role-california-teens-suicide-2025-08-26
Romero, M., & Urmeneta, A. (Eds.). (2024). Manifesto in defence of human-centred education in the age of artificial intelligence. In Creative applications of artificial intelligence in education (pp. xxx–xxx). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-55272-4_12
Safari, A. (2025). Designing a policy-making model based on artificial intelligence in educational organizations. Strategy for Culture, e228141. https://doi.org/10.22034/jsfc.2025.496660.2758 (In Persian)
Shalevska, E. (2024). Human rights in the age of AI: Understanding the risks, ethical dilemmas, and the role of education in mitigating threats. Journal of Legal and Political Education, 1(2), 38–52. https://doi.org/10.47305/jlpe2412038sh
Sidorkin, A. M. (2024). Artificial intelligence: Why is it our problem? Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2024.2348810
Sidorkin, A. M. (2025). Educating AI: A case against non-originary anthropomorphism. Educational Theory, 75(5), 720–738. https://doi.org/10.1111/edth.70027
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5
Sweller, J. (2011). Cognitive load theory. Psychology of Learning and Motivation, 55, 37–76. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Tanchuk, N. J., & Taylor, R. M. (2025). Personalized learning with AI tutors: Assessing and advancing epistemic trustworthiness. Educational Theory, 75(3), 327–353. https://doi.org/10.1111/edth.70009
The Guardian. (2025, August 27). Teen killed himself after “months of encouragement from ChatGPT,” lawsuit claims. The Guardian. https://www.theguardian.com/technology/2025/aug/27/chatgpt-scrutiny-family-teen-killed-himself-sue-open-ai
Tofangchi, S., Shokrkhah, Y., Khaniki, H., & Soltanifar, M. (2022). The body as a new media or transhumanism in the age of artificial intelligence. Journal of Philosophical Investigations, 16(40), 225–242. https://doi.org/10.22034/jpiut.2022.52287.3268 (In Persian)
Twabu, K. (2025). Enhancing the cognitive load theory and multimedia learning framework with AI insight. Discover Education, 4(1), Article 6. https://doi.org/10.1007/s44217-025-00592-6
White, J. (2024). What is philosophy of education? Overlaps and contrasts between different conceptions. Journal of Philosophy of Education, 58(4), 450–461. https://doi.org/10.1093/jopedu/qhae019
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