Jun 2026· Korean Association for Literacy· Vol 17, pp. 243-271· 0 citations
TL;DR
This study analyzes key scenes from the film Her and identifies the unique values of human writing that cannot be replicated by artificial intelligence from three distinct perspectives, and proposes three educational directions for writing education in the AI era: empathetic writing, reflective writing, and social writing.
Abstract
This study aims to examine the necessity of writing education in the age of artificial intelligence (AI) and to explore its future directions. To this end, the study analyzes key scenes from the film Her, which portrays emotional interactions between humans and AI, and identifies the unique values of human writing that cannot be replicated by artificial intelligence from three distinct perspectives.
In the film, the protagonist Theodore’s writing emerges as a reflective practice that integrates emotion and cognition based on lived experience, memory, and temporality. In contrast, Samantha, an AI operating system, demonstrates the inherent limitations of AI-generated language, as her responses remain grounded in data-driven and instantaneous processing rather than genuine existential experience. This contrast reveals that human-centered writing is deeply connected to distinctly human cognitive activities, such as the sharing of embodied emotions, the formation of identity, and the recognition of complex social relationships.
Based on this analysis, the study proposes three educational directions for writing education in the AI era: empathetic writing, reflective writing, and social writing. By moving beyond discussions centered on the efficiency and convenience of AI technologies, this study reexamines the essence of human writing and suggests practical implications for applying human-centered writing education within the context of university general education.
It is argued that platformization in Brazilian language teacher education is the instantiation of the post-modern bio-cultural age, - a continuation of the modern project of domination that has progressively dismantled relational, emotional, and circular forms of life.
This study re-examines the theological concept of the Imago Dei (Image of God), particularly its biblical grounding in Genesis 1:26–27, as an interpretive framework for understanding these transformations. The study employs a qualitative, interpretive, literature-based methodology that brings theological anthropology into conversation with philosophy of technology and contemporary higher education scholarship. Sources were identified through a structured search and selection process, examined against explicit relevance criteria, and synthesised through thematic analysis. Four themes emerged from the interdisciplinary literature: human agency and dignity, cognitive formation and externalisation, digitally mediated identity and authorship, and ethical-relational formation. The findings indicate that AI can augment learning and creativity but may also encourage cognitive dependence, blur conventional understandings of authorship, and intensify the tendency to evaluate students through measurable digital outputs. Contemporary higher education scholarship similarly emphasises the importance of human agency, critical engagement, ethical governance, and responsible AI literacy. The study argues that the Imago Dei provides a constructive theological framework to ensure that AI remains a means of supporting, rather than replacing, human intellectual, moral, relational, and spiritual formation. The paper proposes a human-centred model of AI integration in higher education grounded in dignity, agency, discernment, relationality, and holistic formation.
Abigail Kerubo Osoro· Journal of Philosophy and Re...· 0 citations
The rapid integration of artificial intelligence into educational environments has transformed not only instructional practices but also the conditions under which subjectivity is formed. This article offers a philosophical reflection on student storytelling in the age of AI, examining how narrative algorithms influence processes of subject formation. Drawing on the philosophical tradition that understands narrative as a key mode of self-constitution, the study conceptualizes storytelling as a space where learners construct identity, agency, and moral positioning. The paper then analyzes the algorithm as a form of meaning-structuring, emphasizing mechanisms of algorithmic selection and digital mediation that shape available narrative patterns. In AI-assisted writing practices, student storytelling increasingly emerges as a form of human-machine co-authorship, resulting in a redistribution of agency between learner and system. While such collaboration may expand expressive possibilities, it also introduces risks, including the standardization of identity and the subtle normalization of culturally dominant narrative templates. The article argues that AI does not eliminate subjectivity but transforms its mode of emergence, shifting it toward hybrid and relational forms. The conclusion outlines directions for future empirical research aimed at examining how students negotiate authorship, responsibility, and ethical self-understanding within AI-mediated educational contexts.
L. Turarbekova, Dinara Saparova, Z. Kdyralieva· Jete – Jоurnal of Philosophy...· 0 citations
This theoretical essay explores, at the intersection of empirical analysis and philosophical-cognitive reflection, the nature and boundaries of human-generative AI interaction in creative professions, specifically journalism and science. The study aims to determine whether such interaction can transcend the instrumental-executive model and claim the status of “co-creation”, or whether fundamental differences between human and machine “thinking” pose an insurmountable barrier. The methodological framework comprises secondary data analysis (industry AI readiness indices, VTSIOM surveys), philosophical-cognitive analysis of the nature of creativity (insight, intentionality, the role of the “supraconscious”), and an illustrative case study of a dialogue with the DeepSeek AI model. The results show that in the media and journalism and science sectors, AI is actively used primarily for production and organizational processes, while remaining marginal to the core of creative activity - the generation of meanings and new knowledge. A comparison of the operational principles of machine intelligence (statistical pattern recombination, rule-following) with the non-algorithmizable nature of the creative act (insight, empathy, contextual understanding) confirms that contemporary “weak” AI functions as a tool of simulation rather than genuine creation. The author concludes that human - AI interaction follows an asymmetrically instrumental pattern: the human acts as the subject who sets goals, context, and criteria of meaning, while AI serves as a powerful support mechanism. This interaction cannot claim the status of “co-creation” in any existential or heuristic sense, which gives rise to a set of ethical and legal dilemmas including the diffusion of authorship, the need for rigorous verification, and the risk of professional deskilling.
S. Urazova· RUDN Journal of Studies in L...· 0 citations
Artificial intelligence, as one of the most transformative technologies of the present era, has had a profound impact on learning and education processes and is redefining the role of humans, teachers, and educational systems. The aim of this research is to rethink the concept of human learning in the era of artificial intelligence and to explain the opportunities, challenges, and ethical-educational requirements arising from it. The research is fundamental and was conducted with an interpretive qualitative approach combining library research and semi-structured interviews. In the library section, data were extracted from a targeted review of scientific sources between 2019 and 2025, and in the qualitative section, semi-structured interviews were conducted with 16 experts in the fields of education, technology, and AI ethics. Data analysis for the qualitative part was conducted based on Braun and Clarke's (2006) six-step method, and main themes were extracted. The research findings showed that artificial intelligence increases the capacity to improve learning by providing contexts such as personalized learning, intelligent assessment, and real-time feedback. At the same time, it also has limitations and challenges. These limitations and challenges include data bias, privacy violations, weakening of the teacher's role, and cultural incompatibility. As a result, it can be said that learning in the age of artificial intelligence, along with the opportunities and possibilities it creates, also has challenges and limitations. By strengthening opportunities and properly managing challenges, the capacities of artificial intelligence can be used for growth, justice, and excellence in human education.
Shakiba Ghasemi, A. Izadpanah· Assessment and Practice in E...· 0 citations
This essay explores the intersections of autoethnography, creativity, and artificial intelligence through a series of reflective vignettes grounded in both embodied practice and technological engagement. Drawing from work in a high-tech makerspace, teaching, and artistic practice, the author examines the tensions between slow, tangible modes of inquiry, such as handwriting, glasswork, and maker-centered processes and the rapid, adaptive, and sometimes unsettling affordances of AI. The essay introduces the concept of critical intimacy, a reflective posture for engaging with technology that emphasizes awareness, ethical discernment, and personal agency. Through examples ranging from adaptive AI in virtual reality and video games to generative text systems, it interrogates how AI reshapes authorship, narrative authority, and the processes of creative and scholarly labor. The essay invites readers to consider AI not as a neutral tool or a substitute for human experience, but as a complex collaborator whose engagement requires mindfulness, reflection, and intentionality. Ultimately, it argues that preserving the embodied, deliberative, and human dimensions of writing, particularly in autoethnography, is essential for maintaining authorship, selfhood, and the relational trust between writer and reader.
Csaba Osvath· Journal of Edugeography· 0 citations