Daoism offers new framework for artificial intelligence in education
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Researchers propose Daoism, a Chinese philosophical tradition, as a valuable alternative to Western thought for guiding the development of artificial intelligence in education.
The analysis draws on classical Daoist texts to explore concepts like “Dao nature,” self-cultivation, and the “Zhenren”, a term referring to perfected individuals, and applies them to contemporary debates surrounding AI’s role in learning and knowledge. The authors argue these concepts offer a different perspective on reality, the goals of education, and ethical considerations within AI-driven environments.
The study suggests that current discussions about AI in education largely reflect Western philosophical traditions, potentially limiting the field’s scope. By introducing Daoist thought, the researchers aim to broaden the conceptual toolkit available for addressing the complex philosophical questions raised by AI. Daoism’s emphasis on living in harmony with the “Dao,” often translated as “the Way,” could offer unique insights into designing AI systems that foster holistic student development.
The article specifically examines how Daoist principles can inform understandings of knowledge, learning, and the cultivation of virtuous character in the context of AI-mediated education. The researchers believe that Daoism’s focus on self-cultivation, or personal growth, can help shape educational AI that prioritizes the development of well-rounded individuals rather than simply focusing on quantifiable skills. This work contributes to the growing field of comparative philosophy of education, particularly as it applies to emerging technologies.
The authors hope their analysis will encourage a more pluralistic and inclusive approach to philosophical inquiry into AI and education, opening up new avenues for research and practice.
