Generative AI and Responsibility Development
(2026) European Seminars in Philosophy of Education: Fragile Futures: Technology, Responsibility and the Idea of Education — Location: Paris (4.June.2026)
Files
Generative AI and Responsibility Development.docx
Closed Access - Microsoft Word XML
- 27.06 KB
Details
- Authors
- Abstract
- This paper revisits Dewey’s conception of responsibility to develop criteria for evaluating when educational technologies – especially AI – support or undermine moral education. On a Deweyan view, responsibility is not primarily a status of liability but a dispositional form of ethical attention: readiness to notice morally salient features of situations, discern contextually relevant values, anticipate consequences, and revise action through inquiry. Dewey’s account of responsibility formation is fundamentally relational: attention is educated through responsive practices of interpretation, feedback, and repair. Yet increasingly, “human” dimensions of teaching are delegated to technologies that mediate salience, evaluation, and guidance. The question is not whether technology is good or bad for responsibility in general, but when it scaffolds ethical attention rather than outsourcing it. I propose three criteria – non-substitution, salience shaping, and relational anchoring – to assess responsibility-supporting uses of AI in education.
- Affiliations
Citations
Cuneen, N. (2026). Generative AI and Responsibility Development. European Seminars in Philosophy of Education: Fragile Futures: Technology, Responsibility and the Idea of Education, Paris. https://hdl.handle.net/2078.5/277383