Artificial Intelligence as a Phàrmakon in Inclusive Education

Abstract

The contribution represents the theoretical basis for a subsequent empirical phase of research aimed at investigating the perception, affordances, and agency of support teachers. In this context, the article integrates into the evolving overview of AI Literacy, offering a Stieglerian interpretation of technology as phàrmakon to explore the implications of Artificial Intelligence (AI) in Inclusive Education. The work delves into the novelty that the concept of phàrmaka can bring to the critical thematization of the intertwining between AI and Inclusive Education, beginning with the need to support an AI Literacy that can maintain, in terms of antinomic tension, technical knowledge and the conditions of use of AI-based technologies. A documentary and literature review is proposed through the semantic lens of the phàrmakon, drawing a critical horizon of current reference sources and significant research experiences. There is a need to pursue a constructive pharmacology capable of supporting Inclusive Education through the conscious use of AI; the indispensable condition resides in a noetic repair, valuing a caring thought capable of authentically guiding educational practices.