Cognition and artificial intelligence: between science, learning, and experience
DOI:
https://doi.org/10.30905/rde.v10i1.1115Keywords:
AI, Experience, Cognition, Learning, Machine learningAbstract
AI in education is not new, but the growing use of generative AI in recent years has prompted intense reflection on how we learn, how we acquire knowledge, and how we communicate that knowledge. Generative AI reverberates in science, education, and scientific communication. This essay presents a reflection on how AI can be understood in light of the concept of experience that comes from enactive cognition. This branch of cognition research offers the perspective that all experience comes from the body and its movement in the world, and argues that it is from this movement that learning emerges. Thus, this conception of (human) learning contrasts sharply with machine learning, which is essentially mathematical and algorithmic. The essay seeks to offer philosophical foundations for this reflection, analyzing human characteristics in the face of the strengthening of AI applied to issues such as learning time versus what is considered efficiency in this context and the intense pressure for productivity versus the importance of focusing on experience so that there are good stories in scientific articles and in all forms of communicating science.
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