In the evolving landscape of education, philosophy teachers are divided into two camps regarding AI: the Luddites, who reject it outright fearing that students may resort to superficial engagement with the material, and the Surveillants, who implement strict monitoring measures to combat academic dishonesty. While both groups have understandable concerns, they are also seen as denying the transformative potential of AI in education. Educators need to explore how students can effectively collaborate with AI rather than revert to obsolete methods of assessment that don’t foster genuine learning.
The traditional debate on AI in education has two factions: Luddites who reject AI entirely, and Surveillants who employ tracking technologies to monitor student work.
Both Luddites and Surveillants are stuck in AI denial, unable to embrace the reality that the landscape of education and student engagement has fundamentally changed.
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