Journal of Philosophical Investigations

Document Type : Research Paper

Authors

1 Associate Professor, Department of Philosophy of Education, Kharazmi University, Tehran, Iran

2 faculty member farhangian university

10.22034/jpiut.2025.67502.4119

Abstract

This research re-examines the role of the teacher, shifting the perspective from "educational architect" to one of realistic collaboration with artificial intelligence. To achieve this, a philosophical approach was adopted, utilizing a qualitative meta-analysis research method. Information was gathered through documentary analysis and a systematic review of specialized texts in the fields of philosophy of education and new educational technologies. The data were then analyzed conceptually.The findings indicate that generative AI, with its capacity to synthesize vast datasets and produce content, offers personalized and interactive curricula, thereby transforming the traditional authority of the teacher. This transformation is categorized into three types of crises: 1) a crisis in the role of the teacher as a custodian of knowledge representation, 2) a crisis in curriculum design, and 3) a crisis in facilitating learning. These shifts present both opportunities for enhancing educational quality and challenges to the teacher’s established role in education. In the second part of the article, critiques of the technical facilitation approach to teaching are presented, offering insights to restore the teacher’s diminished legitimacy. In conclusion, contemporary teachers, relieved of technical tasks such as lesson planning and knowledge representation through collaboration with generative AI, can focus on fostering students’ self-awareness, personal growth, and socio-emotional skills. Additionally, a new role for teachers as “critical coaches” emerges, tasked with evaluating the biased outputs of AI.

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