This chapter explores how technological advances like generative AIAI have reshaped educational paradigms by changing conventional teaching and learning discoursediscourse and introducing new challenges. To discuss these transformations in AI-based educationeducation and mindset, this chapter outlines a conceptual framework for futurefuture discourse on educational policypolicy and program creationprogram creation. This framework incorporates concepts such as metaknowledge and epistemological approaches into discussions of AI in education, examined through the lens of the philosophyphilosophy of technologytechnology. Within this context, the chapter advances the notion of critical AI literacyAI literacy by seeing conceptualising AI as a technology that provides wisdomwisdom, focusing on educational knowledge and skills related to how we understand and use information. Methodological insights into critical AI literacy will be developped by viewing AI as a wisdom technologywisdom technology, following the educational epistemologieseducational epistemologies and skills of procedural knowledgeprocedural knowledge and metaknowledge. Here, critical AI literacy is presented as an essential tool for navigating the ambivalence of AI in education, functioning as a digital pharmakondigital pharmakon that shapes both super-intelligence and super-idiocysuper-idiocy in contemporary societysociety. Here, metaknowledge emerges as a key means of maintaining autonomy and control over knowledge. The outline of the study comprises four primary sections, each centered around four main sections, each anchored around a fundamental concepts of AI-based educational challenges. Section 1 analyses the dominationdomination of AI usage through its ambivalent nature conceptualised as “AI Pharmakon”, which comes from the concept of digital pharmakon, which has both a “curecure” and a “poisonpoison” effect. Section 2 examines the detrimental effects of digital technologiesdigital technologies on education, including negativenegative conditions such as brain rot, screen addiction, and cognitivecognitive impatience and proposes epistemological approaches for critically engaging with AI. At this point, metaknowledge emerges as a key means of maintaining autonomy and control over knowledge. Section 3 explores educational epistemologies and skills through the framework of critical AI literacy, conceptualising AI as a source of knowledge and focusing on pedagogical methods related to procedural knowledge and metaknowledge. Section 4 will discuss the significance of algorithmic culturealgorithmic culture in shaping educational practices and policies, particularly in relation to the algorithmic cultureculture that is significant in shaping educational practices and policies with a comprehensive digitised human information heritage. The chapter argues that the mindset of super-intelligentsuper-intelligent citizens depends on their capacity to exercise control over knowledge and to monitor their cognitive, intellectualintellectual progress and sociocultural conditionssociocultural conditions. In this AI-centric culture, procedural knowledge emerges as a crucial competence, as the techniques for using information increasingly determine the transformation of knowledge into wisdom. Following FalkFalk and StieglerStiegler, the chapter argues that transforming knowledge into wisdom technology can counteract cognitive decline, addiction, and the broader cultural malaise induced by algorithmic environments.

Epistemological Challenges of Generative AI as Digital Pharmakon

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发表日期：

2026年

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Feride Zeynep Güder

摘要

This chapter explores how technological advances like generative AIAI have reshaped educational paradigms by changing conventional teaching and learning discoursediscourse and introducing new challenges. To discuss these transformations in AI-based educationeducation and mindset, this chapter outlines a conceptual framework for futurefuture discourse on educational policypolicy and program creationprogram creation. This framework incorporates concepts such as metaknowledge and epistemological approaches into discussions of AI in education, examined through the lens of the philosophyphilosophy of technologytechnology. Within this context, the chapter advances the notion of critical AI literacyAI literacy by seeing conceptualising AI as a technology that provides wisdomwisdom, focusing on educational knowledge and skills related to how we understand and use information. Methodological insights into critical AI literacy will be developped by viewing AI as a wisdom technologywisdom technology, following the educational epistemologieseducational epistemologies and skills of procedural knowledgeprocedural knowledge and metaknowledge. Here, critical AI literacy is presented as an essential tool for navigating the ambivalence of AI in education, functioning as a digital pharmakondigital pharmakon that shapes both super-intelligence and super-idiocysuper-idiocy in contemporary societysociety. Here, metaknowledge emerges as a key means of maintaining autonomy and control over knowledge. The outline of the study comprises four primary sections, each centered around four main sections, each anchored around a fundamental concepts of AI-based educational challenges. Section 1 analyses the dominationdomination of AI usage through its ambivalent nature conceptualised as “AI Pharmakon”, which comes from the concept of digital pharmakon, which has both a “curecure” and a “poisonpoison” effect. Section 2 examines the detrimental effects of digital technologiesdigital technologies on education, including negativenegative conditions such as brain rot, screen addiction, and cognitivecognitive impatience and proposes epistemological approaches for critically engaging with AI. At this point, metaknowledge emerges as a key means of maintaining autonomy and control over knowledge. Section 3 explores educational epistemologies and skills through the framework of critical AI literacy, conceptualising AI as a source of knowledge and focusing on pedagogical methods related to procedural knowledge and metaknowledge. Section 4 will discuss the significance of algorithmic culturealgorithmic culture in shaping educational practices and policies, particularly in relation to the algorithmic cultureculture that is significant in shaping educational practices and policies with a comprehensive digitised human information heritage. The chapter argues that the mindset of super-intelligentsuper-intelligent citizens depends on their capacity to exercise control over knowledge and to monitor their cognitive, intellectualintellectual progress and sociocultural conditionssociocultural conditions. In this AI-centric culture, procedural knowledge emerges as a crucial competence, as the techniques for using information increasingly determine the transformation of knowledge into wisdom. Following FalkFalk and StieglerStiegler, the chapter argues that transforming knowledge into wisdom technology can counteract cognitive decline, addiction, and the broader cultural malaise induced by algorithmic environments.