DIE TRANSFORMATION DER INTERPRETATION IM ZEITALTER DER KÜNSTLICHEN INTELLIGENZ- Philosophische und pädagogische Zugänge zu neuen Formen des digitalen Verstehens
THE TRANSFORMATION OF INTERPRETATION IN THE AGE OF ARTIFICIAL INTELLIGENCE - Philosophical and Educational Perspectives on New Forms of Digital Understanding

Summary/Abstract: We examine whether artificial intelligence and digitally mediated communication transform the very structure of understanding itself or merely modify its external means and conditions, and what implications this has for education, whose fundamental task is the cultivation of understanding. Drawing on the phenomenological-hermeneutic tradition (Husserl, Heidegger, Gadamer, Ricœur), media theory (McLuhan, Stiegler, Simondon, Floridi), debates concerning machine and human understanding (Searle, Dreyfus, Bender), and philosophical perspectives on time, ethics, and education (Han, Arendt, Levinas, Dewey, Biesta, Freire), we argue that artificial intelligence is not a neutral tool but a novel mode of mediation. This mode of mediation tends to replace the event of understanding—characterized by the fusion of horizons, temporal effort, the resistance of the text and the Other, and the transformation of the self—with its final product: coherent linguistic output. Because the product and the event of understanding can be separated, a significant educational risk emerges when the finished product substitutes for the interpretive process itself. Consequently, we contend that the primary task of education is not the efficient transmission of content but the preservation of the conditions under which understanding can continue to exist as a genuine event.

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