Student responsibility through the lens of Levinas: A reflection on communication with teaching AI

초록

Recent debates on the future of education increasingly emphasize student responsibility. While responsibility has long been central to educational policy-most visibly within accountability regimes-the current shift is distinctive in locating responsibility not in schools, universities, or teachers, but in students themselves. This tendency is particularly pronounced in the OECD Education 2030 framework, which seeks to articulate a vision for education amid new challenges posed by digital technologies, especially AI. In this paper, I revisit the question of student responsibility by attending to the characters of dialogue between teachers and students as they engage with learning content. In particular, I think that examining the context of AI-based lessons can be an interesting phenomenon to shed new light on the nature of the responsibility newly demanded of students. In this respect, I first present vignettes of teaching and learning with AI and then offer a critical reflection on the attributes of the responses students are required to articulate in dialogue with AI tutors. I conclude by exploring alternative ways of conceptualizing student responsibility, drawing on the concepts of 'the said' and 'saying' within Levinas's philosophy.

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