The Relationship Between Body and AI Literacy as a Problem in the Philosophy of Education

Abstract

This study undertakes an analysis of the concept of AI literacy, a topic that is becoming increasingly prominent in contemporary education, particularly with regard to its philosophical underpinnings. The argument presented herein demonstrates that reducing humans to purely spiritual beings, a prerequisite for common understanding of AI literacy gives rise to unsustainable epistemic and educational assumptions. It is proposed that, in accordance with empirical realism as derived from the pragmatic philosophy of Lakoff and Johnson, the definition of AI literacy should be established as a dynamic structure of critically reflected experiences from interactions with AI. This is posited to enable the ability to effect change in everyday life and address the challenges facing humanity.