Laws of edu-automation?

Decuypere, Mathias; Alirezabeigi, Samira; Grimaldi, Emiliano; Hartong, Sigrid; Kiesewetter, Svea; Landri, Paolo; Masschelein,Jan; Piattoeva, Nelli; Ratner, Helene; Simons, Maarten; Vanermen, Lanze; Vanden Broeck, Pieter

doi:10.1007/s42438-022-00360-x

Laws of edu-automation?

Three different approaches to deal with processes of automation and artificial intelligence in the field of education

Publication date

2022-11-18

Document type

Forschungsartikel

Author

Decuypere, Mathias

Alirezabeigi, Samira

Grimaldi, Emiliano

Hartong, Sigrid

Kiesewetter, Svea

Landri, Paolo

Masschelein,Jan

Piattoeva, Nelli

Ratner, Helene

Simons, Maarten

Vanermen, Lanze

Vanden Broeck, Pieter

Organisational unit

Transformation von Governance in Bildung und Gesellschaft

DOI

10.1007/s42438-022-00360-x

URI

https://openhsu.ub.hsu-hh.de/handle/10.24405/21603

Publisher

Springer International Publishing

Series or journal

Postdigital Science and Education

ISSN

2524-485X

Periodical volume

5

First page

44

Last page

55

Peer-reviewed

✅

Part of the university bibliography

✅

Language

English

Keyword

Automation

Formal languages and automata theory

History of education

Philosophy of artificial intelligence

Philosophy of education

Artificial intelligence

Abstract

This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale’s recently published New Laws of Robotics, the symposium’s purpose was to collectively advance laws that would be specifically tailored to the field of education. In that regard, the term edu-automation seeks to propose ways of conceptualizing and imagining automation as an educational endeavor; that is, not as a purely technical-factual matter that is subsequently translated into educational practice, but equally as a matter of educational concern. Through three narratives and propositions, this contribution discusses similarities and differences between the concepts of automation and AI, and shows some of the different features that tie education and automation together. The variety and substantial differences between the three accounts shows that automation and AI cannot be approached single-sidedly, and that in order to come to a profound understanding of this phenomenon, we need to deploy a variety of theoretical, educational, and normative standpoints and positions.

Version

Published version

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