ScholarWorks@숙명여자대학교

초록

For a long time, the foundation of education has been to cultivate human thinking as a formative force, and to foster reflective individuals capable of engaging with the world. However, with the convergence of cutting-edge technologies and artificial intelligence, AI has begun to assume forms of intelligent, thinking-based action and decision-making once regarded as inherently human. In this context, this study reexamines a fundamental educational question: how can the power of human thinking be cultivated in an era in which even the human domain is being challenged? This inquiry arises from two concerns. First, AI-based education has increasingly been shaped by a “logic of proof,” emphasizing performance, optimization, and efficiency. This orientation risks reducing education to a results-driven practice, thereby weakening its capacity to cultivate reflective and critical thinking. Second, although the development of AI technology has advanced at an unprecedented pace, ethical reflections have not progressed at a comparable level. Consequently, AI tends to be consumed and utilized merely as a technical instrument rather than being critically examined as a force that reshapes human thinking, social relations, and educational practices. In sum, at a transitional moment in which society is being reconfigured by advanced technologies and knowledge is increasingly automated, the core task of education must be to foster capacities that not only include the ability to use artificial intelligence but also extend beyond it: critical thinking, ethical judgment, reflection, and the construction of meaning. These capacities constitute the forces through which education can contribute to social transformation and critically intervene in an era of growing uncertainty. In particular, it is essential to establish an educational foundation that nurtures the power of human thinking from early childhood, as children grow into what may be described as a posthuman generation. From the perspective of educational continuity, this study proposes that philosophical reading experiences capable of cultivating humanistic and reflective thinking can serve as a practical means of responding to contemporary demands and facilitating meaningful transitions in the field of education.

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