Melampaui Stochastic Parrot: Kritik Filosofis terhadap AI sebagai Subjek Pendidikan
Abstract
The rapid proliferation of Generative AI has precipitated a paradigmatic debate regarding the eligibility of machines as subjects of education. This research investigates the ontological validity of attributing "education" to AI entities, arguing that such attribution constitutes a fundamental category mistaskes. By synthesizing Signorelli’s Consciousness Interaction Hypothesis, the German tradition of Bildung, and Aristotelian Virtue Ethics, this article demarcates the boundaries between algorithmic optimization and existential formation. The analysis reveals that contemporary AI operates within "Type 0 Cognition", characterized by the absence of phenomenological consciousness and self-reference, rendering it ontologically incapable of moral autonomy and character development (Bildung). Consequently, the discourse on AI pedagogy must be reconstructed: not as a project of anthropomorphizing machines, but as a technical-axiological effort to "align" functional morality with human values. The research concludes that while AI cannot be educated, it can serve as a dialectical instrument ("Artificial Socrates") to enhance human moral reflection, provided that educational systems prioritize ontological literacy to prevent affective illusions in human-machine interaction.
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