Izvorni znanstveni članak
https://doi.org/10.53745/ro.1.2.5
Education and Artificial Intelligence in the light of Viktor Frankl’s Existential Analysis
Josip Jazvić
orcid.org/0009-0000-4912-1055
; Fakultet odgojnih znanosti Papinskog salezijanskog sveučilišta, Rim, Italija
Domenico Bellantoni
; Fakultet odgojnih znanosti Papinskog salezijanskog sveučilišta, Rim, Italija
Sažetak
Artificial Intelligence (AI) is one of the most disruptive technologies, capable of opening up new and revolutionary possibilities, but at the same time it also reveals potentially risky and even devastating outcomes for the future of humanity. Therefore, in the field of education as well, careful discernment of AI’s possible applications will be necessary, distinguishing those that are humanizing from those that, on the contrary, are dehumanizing. In this regard, Viktor Frankl’s Logotherapy and Existential Analysis seem capable of offering a useful perspective on the human person and on educational, formative, and teaching action itself, making it possible to evaluate the tools provided by AI and to offer some psycho-educational suggestions. This article aims to investigate the anthropological visions currently underlying AI applied to education, highlighting the risk of anthropomorphizing these tools, and also proposing an appropriate role for human freedom and responsibility. Finally, the contribution offers several suggestions in line with a humanizing vision of generative AI in education, including role-playing activities and guidance for students toward appropriate life planning.
Ključne riječi
Artificial Intelligence; Artificial Intelligence in Education (AIED); Viktor Frankl; Existential Analysis
Hrčak ID:
345633
URI
Datum izdavanja:
20.3.2026.
Posjeta: 416 *