Katalog

Artificial intelligence has arrived in education not as a distant possibility, but as a lived reality. Algorithms now recommend content, automate assessment, generate explanations, and shape institutional decision-making. These developments have prompted an outpouring of commentary—much of it technical, some of it speculative, and a great deal of it instrumental. What has been less common is a sustained reflection on a deeper question: What does it mean to teach when intelligence itself is no longer exclusively human? This book takes that question seriously. Rather than treating artificial intelligence as a problem to be solved or a tool to be mastered, the authors approach AI as a condition—one that reshapes the social, moral, and institutional landscape in which education takes place. From this perspective, the central challenge of the AI era is not how to optimize teaching, but how to understand its purpose when traditional assumptions about knowledge, work, authority, and expertise are unsettled.