Hybrid AI Scenarios and Transformative Pedagogy Reflections

Abstract

Between enthusiastic acceptances and reticence to change, not without evoking the specter of a computerized drift of the human (Han, 2023a), the encounter between pedagogy and AI, beyond understandable reservations, calls for critical reflection. Focusing on the epistemological demands intrinsic to pedagogical discourse about a horizon shaped by hybrid applications and practices in our interaction with technologies, this contribution proposes a vision of ‘pedagogy as a transformative science’. It approaches the relationship between human beings and the new frontiers of AI as decisive challenges to investigate the liminal sides of pedagogy, which practices threshold dimensions in a dialogue with new syntheses to integrate ways, times, spaces of an educational attention and sensitivity to be rediscovered with the virtual.