Abstract
This paper investigates the design and implementation of AI-driven learning experiences for middle school students (Grades 7-9), with a focus on the epistemological underpinnings of content selection and instructional strategy formulation. The discourse interrogates the role of AI as a transformative agent in education, emphasizing its capacity to create immersive simulations, personalized assessments, and adaptive learning exercises that align with individual cognitive abilities. The deployment of AI in the classroom is analyzed through the lens of constructivist pedagogy, examining how these technologies can augment traditional methods of knowledge acquisition while fostering curiosity and critical thinking. Drawing from practical experience in teaching Visual Art and Social Studies, the paper offers a critical evaluation of AI’s potential to restructure the educational landscape without undermining the development of essential metacognitive skills. The argument posits that while AI can significantly enhance pedagogical efficacy, it must be integrated with caution, ensuring that the epistemic virtues central to education - such as reflective thinking and intellectual autonomy - are preserved. This study contributes to the broader philosophical discourse on the implications of AI in education, offering insights into how these technologies can be harmonized with educational goals.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ARTIFICIAL INTELLIGENCE, MIDDLE SCHOOL EDUCATION, PEDAGOGY, PERSONALIZED LEARNING, CRITICAL THINKING
