Guest Contributor: Cora Rabe
PhD student in nursing, Texas Woman’s University

Introduction

For centuries, philosophers have wrestled with life’s biggest questions: What is knowledge? How do we learn? Why do students suddenly “remember” an assignment is due five minutes before class? Okay, maybe that last one wasn’t on Plato’s mind, but if he were around today, he might be pondering another big question: What happens when artificial intelligence (AI) enters the classroom?

AI is changing education faster than a student trying to cram a semester’s worth of material the night before an exam. But should we embrace AI as the next great teaching assistant, or are we on the verge of accidentally replacing ourselves with robots? (Cue dramatic music.) In this post, we’ll explore the philosophical roots of knowledge, the impact of AI on active learning, and whether or not our new AI overlords—I mean, tools—should have a place in education.

Philosophers and Their Hot Takes on Learning

Before we dive into AI, let’s take a quick history lesson on how philosophers have viewed knowledge.

Plato: Learning is Just a Fancy Way of Remembering Stuff

Plato believed that knowledge wasn’t something you gained—it was something you remembered. Essentially, he thought we already knew everything deep down, and education was just a matter of recalling it. By his logic, forgetting your Wi-Fi password for the tenth time isn’t forgetfulness; it’s just an educational journey waiting to happen.

Descartes: “I Think, Therefore I Cram”

Rene Descartes took a different approach. He believed knowledge came from reason and self-reflection. His big idea? Doubt everything until you prove it to yourself. That might be good advice for critical thinking, but it’s also why students still Google “Is coffee a food group?” at 3 AM.

John Locke: Hands-On Learning FTW

Locke was all about empiricism, meaning knowledge comes from experience. He’d probably be the kind of professor who makes students build a volcano instead of just reading about one. His ideas led to more active learning methods, which is great—except when it means students get assigned group projects (and we all know how those go).

John Dewey: Learning Should Be Fun (But Not Too Fun)

Dewey believed students should be active participants in their education. He encouraged experiential learning, problem-solving, and critical thinking. If he were alive today, he’d probably advocate for AI in education—as long as students don’t start outsourcing all their thinking to ChatGPT.

AI in the Classroom: The Good, the Bad, and the Slightly Terrifying

So, where does AI fit into all of this? Well, AI has already infiltrated classrooms in ways that philosophers never imagined. (Although if Socrates were around today, he’d probably love debating a chatbot at 2 AM.) Let’s break it down.

AI as the Ultimate Teaching Assistant

AI can make learning more personalized, engaging, and interactive. Think of it as the teacher’s sidekick—kind of like Robin to Batman, but with fewer questionable outfit choices. AI can:

• Provide instant feedback (no more waiting weeks for test results!)
• Adapt lessons to individual learning styles (so no student gets left behind… unless they really try to)
• Automate administrative tasks (finally, teachers can stop drowning in paperwork!)

But before we start rolling out the red carpet for AI, let’s consider the flip side.

The Ethical Dilemma: Are We Training Students or Robots?

Immanuel Kant would have a lot to say about AI in education—mainly, that humans should be the only ones capable of teaching. His philosophy emphasized moral and intellectual autonomy, which is a fancy way of saying, “AI can help, but don’t let it do all the work for you.” Otherwise, we might end up in a world where students pass exams by asking Siri instead of studying.

And let’s be honest: we’ve all seen students submit AI-generated essays that make about as much sense as a Shakespearean monkey typing experiment. (“To AI or not to AI, that is the question.”)

Could AI Replace Teachers? (Spoiler: No, and Here’s Why)

Sure, AI is smart, but can it:

• Detect sarcasm in a student’s answer?
• Navigate a classroom full of sleep-deprived students running on energy drinks?
• Answer the age-old question, “Will this be on the test?” with just the right amount of mystery?

Exactly. AI might be great at grading multiple-choice tests, but it lacks the human touch—like understanding when a student is struggling, providing mentorship, or knowing when to let the class out a few minutes early because everyone is clearly checked out.

John Dewey and Rousseau emphasized the importance of student engagement and interaction with real humans. AI can help facilitate that, but it can’t replace the deep connections that make education meaningful. Also, let’s not forget that students might try to argue with AI, but at least teachers can throw in some well-timed side-eye for good measure.

Finding the Right Balance: Using AI Without Losing Our Minds

So, what’s the best way to integrate AI into education without accidentally launching a full-on robot uprising? (I mean, we’ve all seen The Terminator.) Here are some practical strategies:

1. Let AI Handle the Busywork

AI is great for grading quizzes, generating practice questions, and summarizing lecture notes. This frees up teachers to do what they do best—actually teach.

2. Teach Students How to Question AI

Instead of banning AI outright, educators should encourage students to engage with it critically. Make them fact-check, cross-reference, and ask, “Does this actually make sense?” (We all know AI sometimes gets a little too creative with its answers.)

3. Use AI for Personalized Learning

Some students thrive with visual aids, while others prefer text or hands-on activities. AI can help tailor educational content to different learning styles—kind of like Netflix, but for studying instead of binge-watching.

4. Keep It Human-Centered

At the end of the day, education is about people. AI should support learning, not replace the curiosity, creativity, and relationships that make learning worthwhile. Besides, can you imagine an AI trying to manage a room full of first-graders on a sugar rush? Nightmare fuel.

Conclusion: AI is Here to Help, Not Take Over

So, should AI be part of education? Absolutely. Should we hand over the chalk and let it run the whole show? Not a chance.

AI can be a fantastic tool—like a calculator, but way cooler. But just like we still teach students how to do basic math instead of relying entirely on calculators, we need to make sure AI enhances learning without replacing the essential skills of critical thinking, problem-solving, and, you know, actually learning.

After all, if AI ever does take over the world, the last thing we want is a generation of students who don’t know how to outsmart it.

References

Aledar, A. & Aytac, A. (2022). The impact of teachers’ educational philosophy tendencies on their curriculum autonomy. Journal of Pedagogical Research. 6(1), 270-284. https://doi.org/10.33902/JPR.2022.166

Kornilaev, L. (2021). Kant’s doctrine of education and the problem of artificial intelligence. Journal of Philosophy of Education, 55(6), 1072-1080.

Lee, S. (2023). Otherwise than teaching by artificial intelligence, Journal of Philosophy of Education, 57(2), p. 553–570, https://doi.org/10.1093/jopedu/qhad019

Nadin, M. (2023). Intelligence at any price? A criterion for defining AI. AI & Society, 38(5), 1813-1817.

Zhu, J., & Ren, C. (2022). Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System. Occupational therapy international, 2022, 1781662. https://doi.org/10.1155/2022/1781662

About Cora Rabe

Cora Rabe is the Program Director for Nurse Anesthesia at the University of Texas Medical Branch (UTMB) and is pursuing a PhD at Texas Woman’s University. With 21 years of experience as a nurse and 16 years as a Certified Registered Nurse Anesthetist (CRNA), she is dedicated to advancing nurse anesthesia education and practice. Her research focuses on AI literacy among nurse educators, reflecting a passion for integrating technology into healthcare education. Beyond her professional life, she is a proud parent of five and a loving grandparent. Balancing academia, leadership, and family, she is committed to shaping the future of nursing while enjoying floating in the pool and smoking meat on her Big Green Egg.