Home – Home – Jornals – "Philosophy of Education" 2025 number 2

Introduction. The introduction of artificial intelligence (AI) into education is a kind of substitution, including the substitution of concepts, since intelligence does not exist at all, especially artificial intelligence. In addition, such substitution can mask the implicit processes taking place in the educational process. Let’s consider two tasks: Which old myths about AI and digitalization in education have been revived on a modern technological basis? And also, do educational managers understand what AI is, its capabilities and limitations, and do they need such an understanding? The research methodology was based on a systematic analysis of domestic and foreign scientific literature on the research topic, as well as on a historical analysis of the origin primary sources of the machine metaphor - “can a machine thinkˮ? Discussion. The complexity of the most advanced modern digital neural networks lags behind the complexity of a single human brain by at least a million times. Nevertheless, substituting concepts, it is believed that such a network has a certain “intelligenceˮ. This is due to the virtually non-alternative belief in the field of AI that intelligence can be identified by the Turing test, which is nothing more than the revival of behaviorism on a modern computer base in its most fundamentalist manifestation: “stimulus-responseˮ allows you to formalize intellectual processes. Conclusion. The introduction of AI in the education field is due to the fact that in modern reality, the educational process is part of the economic process. The comprehensive implementation of digitalization and its derivative AI preserves the existing economic and managerial relations with all the consequences that follow from this.