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This paper analyses the sufficiency of AI policies within Turkish higher education, utilising the theoretical framework of AI as a pharmakon based on Bernard Stiegler’s philosophy of technics. Motivated by growing concerns about the detrimental effect of excessive AI use on cognition, the study questions whether current policy frameworks adequately address the epistemological shift triggered by AI integration in education. Employing corpus-based analysis, the research examines 29 policy documents in total: five national-level documents and 24 Turkish university frameworks as of 31 August 2025. The research indicates that existing policies fail to differentiate between information processing and knowledge creation, exhibit limited awareness of the potential for AI to compromise intellectual autonomy, and display an overly optimistic view of technology overlooking AI’s negative aspects. The study advocates for a more thoughtful and philosophically informed approach to AI implementation, ensuring that universities remain central to the advancement of human knowledge and effectively address the inherent paradoxes of artificial intelligence.

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From Tekhne to Educational Technology: Stiegler’s Pharmacology, and the Crisis of Critical Thinking

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  • 发表日期：

    2026年

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  • Berrin Yanıkkaya,
  • Hatice Karaman,
  • Ege Simge Demirel,
  • Onur Demir

摘要

This paper analyses the sufficiency of AI policies within Turkish higher education, utilising the theoretical framework of AI as a pharmakon based on Bernard Stiegler’s philosophy of technics. Motivated by growing concerns about the detrimental effect of excessive AI use on cognition, the study questions whether current policy frameworks adequately address the epistemological shift triggered by AI integration in education. Employing corpus-based analysis, the research examines 29 policy documents in total: five national-level documents and 24 Turkish university frameworks as of 31 August 2025. The research indicates that existing policies fail to differentiate between information processing and knowledge creation, exhibit limited awareness of the potential for AI to compromise intellectual autonomy, and display an overly optimistic view of technology overlooking AI’s negative aspects. The study advocates for a more thoughtful and philosophically informed approach to AI implementation, ensuring that universities remain central to the advancement of human knowledge and effectively address the inherent paradoxes of artificial intelligence.