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Ethos, Pathos, Logos: Moving the GenAI Conversation From Heuristics to Hermeneutics
Abstract
The rapid integration of generative artificial intelligence (genAI) in education has spurred significant conversations about its potential to transform traditional teaching and learning. However, the excitement around genAI's potential often overshadows necessary deliberations on its impact on traditional human-to-human learning environments. This article explores the ethical and pedagogical implications of the rapid integration of generative artificial intelligence (genAI) into traditional educational settings. Specifically, the author examines the immediate and long-term pedagogic implications of incorporating genAI in classrooms, urging an ethically grounded, reflective approach. Drawing parallels with the hasty adoption of smartphones and other educational technologies as sound instructional modalities, the author provides a framework for a cautious, deliberate approach to genAI adoption that emphasizes hermeneutic reflection over heuristic urgency, advocating for stakeholders' collaboration to maintain human-centered learning values.
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