Vices and virtues of practices in education for democracy: from the vices of seemingly democratic practices to the virtues of critical participatory democracy in the age of AI
DOI:
https://doi.org/10.5212/PraxEduc.v.20.25521.076Abstract
This article aims to critically reflect on the nature of the dialectic between vices and virtues operating within contemporary democratic systems under the influence of artificial intelligence (AI). This coexistence, marked by contradictions, also becomes evident in schools, which, in attempting to implement education for democracy in this new age of AI, inevitably face the paradoxes of their own vices. From this emerges a parallel between the vices and virtues of society and those of schools, which must be critically analyzed and understood. Using a hermeneutic-critical methodology and drawing on bibliographic sources, this study seeks to highlight the challenges, limits, and consequences underlying the different proposals for democratic practices adopted in schools in the age of AI. The findings suggest the existence and persistence of certain democratic pedagogical practices and emphasize the importance of political education for the exercise of critical citizenship, grounded in values as well as critical and argumentative thinking. In this brave new world, still to be largely unexplored, where the trilogy of democracy, education, and AI presents unprecedented challenges, the irreplaceable role of the teacher must be underlined in developing these (traditional) competencies that are essential for solving (new) problems and preparing critical citizens for an uncertain future.
Keywords: Ethics and virtue. Democracy and AI. Education.
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