The dehumanization of learning through the use of artificial intelligence

Abstract

Technological transformation and innovation have brought with them artificial intelligence, which has permeated various sectors such as healthcare, industry, economics, commerce, and education. This advancement has generated new social dynamics, learning processes and forms of knowledge construction. Moreover, it has boosted economic development in developing countries. However, in the field of education, artificial intelligence has contributed to the dehumanization of learning by relegating the connection established between author and reader, marginalizing the elements of intellectual works in the social sciences and humanities such as La fosa de agua: desapariciones y feminicidios en el Río de los Remedios, Ética para amador, El nombre de la rosa, Los demonios del edén, Los cautiverios de las mujeres Madresposas, monjas,putas, presas y locas, among others, reducing texts by setting aside the work itself—namely, what the author expresses, their writing style and the emotions they seek to convey.

Artificial intelligence offers responses based on superficial knowledge without a humanized development of information. Therefore, it is necessary to create new actions that link the benefits of its use in the classroom with a interdisciplinary perspective.

The aim of this essay is to analyze the dehumanization of the teaching process in the social sciences and humanities at the upper secondary and higher education levels, derived from the use of artificial intelligence in the classroom, using a mixed methodology that integrates qualitative and quantitative elements related to artificial intelligence, information and communication technologies, education and humanization.