Title conversational learning in the age of ChatGPT

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dc.check.date2025-10-15en
dc.check.infoAccess to this article is restricted until 12 months after publication by request of the publisheren
dc.contributor.authorLong, Fiachraen
dc.date.accessioned2024-11-21T13:00:42Z
dc.date.available2024-11-21T13:00:42Z
dc.date.issued2024-10-15en
dc.description.abstractConversation of a particular sort holds the key to learning. I argue here that peer to peer conversation promotes two features that are essential to progressive learning, namely ‘contestation’ and ‘communication.’ Traditional learning is principally concerned with whether students have reached a standard of knowledge and skill prescribed by some authority whereas progressive learning values less predictable outcomes and interests itself on process rather than end product. Machine-based learning such as ChatGPT, if not skilfully used, hides the flexibility essential to progressive learning and entices learners away from vagueness where much creativity begins. Even if ChatGPT presents itself as ‘conversational’, I argue here that this ‘conversation’ is contrived as a medium that lacks these two key ingredients. The knowledge stance presented in ChatGPT can easily obscure the fragility of human learning. Educators need to wonder about this situation. My argument follows the paths of Dewey and Mead and uses Latour and Habermas to sketch out these two important elements that feature typically in collaborative learning. This article concludes by following Dignum to note a real need for computer engineers to have an educational grounding in the arts and humanities. Indeed, the separation of the Arts from Science in Higher Education can no longer be justified in the age of AI.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationLong, F. (2024) 'Title conversational learning in the age of ChatGPT', Studies in Philosophy and Education. https://doi.org/10.1007/s11217-024-09966-zen
dc.identifier.doihttps://doi.org/10.1007/s11217-024-09966-zen
dc.identifier.eissn1573-191Xen
dc.identifier.issn0039-3746en
dc.identifier.journaltitleStudies in Philosophy and Educationen
dc.identifier.urihttps://hdl.handle.net/10468/16663
dc.language.isoenen
dc.publisherSpringer Natureen
dc.rights© 2024, the Author, under exclusive licence to Springer Nature B.V. This version of the paper has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s11217-024-09966-zen
dc.subjectChatGPTen
dc.subjectConversationen
dc.subjectCollaborative learningen
dc.subjectDeweyen
dc.subjectLatouren
dc.subjectHabermasen
dc.titleTitle conversational learning in the age of ChatGPTen
dc.typeArticle (peer-reviewed)en
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