Vygotsky 문화역사적 이론에서 본 AI의 교육적 가능성과 한계 : 준-타자(quasi-other) 개념을 중심으로

초록

This study examines the educational role of generative Artificial Intelligence(AI) from a child development perspective, based on Vygotsky’s cultural-historical theory. Current educational discourse surrounding AI tends to focus on its technical applications for improving learners’ academic achievement, while the fundamental educational purpose of child development remains insufficiently addressed. Particularly, discussions on the educational use of generative AI partially adopt Vygotsky’s concept of the zone of proximal development (ZPD) as a theoretical foundation, but often fail to distinguish children’s learning achievement from their development. This raises the question of whether the role of AI can extend beyond that of a mere tool to that of a developmental other in the Vygotskian sense. Accordingly, this study reexamined the meaning of the ‘other’ in Vygotsky’s theory and critically investigated whether AI can function as an other that promotes child development. Furthermore, AI has limitations as an other in three dimensions: the formation of social relationships, use of developmental language, and provision of ideal form. Nevertheless, its educational potential lies in its ability to establish an alternative pathway that connects teachers and learners in ways that conventional tools cannot. Therefore, this study proposes the concept of “quasi-other” offer of conceptualizing the role and position of AI. Through this concept, the study aims to shift the discourse on the educational use of AI away from learning outcomes and functional applications toward a child-development-centered understanding grounded in the fundamental purposes of education.

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