ARTIFICIAL INTELLIGENCE AND EDUCATION: CHATGPT IN THE LIGHT OF MARSHAL MCLUHAN

Abstract

This article aims to introduce in an introductory way the dichotomies of Figure and Ground, Cause and Effect, Expansion and Amputation, theorized by Marshall McLuhan, with the intention of comparing them with the problem of Artificial Intelligence (more specifically ChatGPT, from OpenAI) in relation to education. Method: the discussion was based on an exploratory investigation of answers to questions asked by researchers to the underlying language model itself (GPT 3.5), seeking to better understand, above all, the amputations and cognitive expansions resulting from this new cognitive environment based on computational processing of human-authored texts. Results: the research data and analysis show an attempt by artificial intelligence to simulate a neutral consciousness, supposedly guided by pragmatic and non-ideological values; when it makes mistakes or ideological lapses, the A.I. shifts responsibility to the humans who trained her, suggesting that they should think and act like her, in a neutral and mathematical way – a circular evasion. Conclusion: the effects of Generative Artificial Intelligence in education need to be discussed in a broad and critical way, aiming at pedagogical progress first, always keeping in mind the amputations inherent to all technological development.