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ChatGPT and the Separation between Knowledge and Knower

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Title: ChatGPT and the Separation between Knowledge and Knower
Language: English
Authors: Jeremie Bouchard (ORCID 0000-0002-6430-8595)
Source: Education and Information Technologies. 2025 30(8):10091-10110.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Artificial Intelligence, Technology Uses in Education, Educational Practices, Ethics, Educational Benefits, Criticism, Humanism, Educational Change, Critical Thinking
DOI: 10.1007/s10639-024-13249-y
ISSN: 1360-2357
1573-7608
Abstract: ChatGPT is now widely understood in academia and the media as a 'game changer' in education. Detractors see it as fostering ethically problematic educational practices and a threat to the development of critical thinking skills, while fans see it as improving education by, in part, creating a more personalized educational experience. Meanwhile, analyses of the ethical ramifications of ChatGPT use in education are usually developed without discernible philosophies of education. Instead, they mostly discuss issues of privacy, plagiarism, information veracity, and trust in AI. In disagreement with this understanding of ethics and of the relationship between learners and technology, this paper asserts the importance of a humanistic approach to written composition and education at large. The paper underscores the likely possibility of ChatGPT considerably constraining the development of learners' cognitive, intellectual, and ethical powers and potentials, thus potentially transforming learners into a-critical consumers (rather than critical producers) of knowledge.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472946
Database: ERIC
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  Data: ChatGPT is now widely understood in academia and the media as a 'game changer' in education. Detractors see it as fostering ethically problematic educational practices and a threat to the development of critical thinking skills, while fans see it as improving education by, in part, creating a more personalized educational experience. Meanwhile, analyses of the ethical ramifications of ChatGPT use in education are usually developed without discernible philosophies of education. Instead, they mostly discuss issues of privacy, plagiarism, information veracity, and trust in AI. In disagreement with this understanding of ethics and of the relationship between learners and technology, this paper asserts the importance of a humanistic approach to written composition and education at large. The paper underscores the likely possibility of ChatGPT considerably constraining the development of learners' cognitive, intellectual, and ethical powers and potentials, thus potentially transforming learners into a-critical consumers (rather than critical producers) of knowledge.
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