From Didachography to AI: Metaphors Teaching Is Automated by

Autor/inn/en	Ferreira, Giselle Martins dos Santos; Lemgruber, Márcio Silveira; Cabrera, Thiago Leite
Titel	From Didachography to AI: Metaphors Teaching Is Automated by
Quelle	In: Journal of Interactive Media in Education, 2023 (2023) 1, Artikel 3 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ferreira, Giselle Martins dos Santos) ORCID (Lemgruber, Márcio Silveira) ORCID (Cabrera, Thiago Leite)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	None
Schlagwörter	Artificial Intelligence; Educational Theories; Figurative Language; Persuasive Discourse; Language Styles; Inclusion; Language Usage; Educational Technology; Rhetoric; Teaching Methods; Teacher Role; Computer Assisted Instruction; Learning Processes; Personal Autonomy; Educational History; Access to Education; Equal Education; Educational Philosophy; Biographies; Automation + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Educational theory; Theory of education; Bildungstheorie; Persuasion; Persuasive Kommunikation; Sprachstil; Inklusion; Sprachgebrauch; Unterrichtsmedien; Rhetorik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Computer based training; Computerunterstützter Unterricht; Learning process; Lernprozess; Individuelle Autonomie; History of education; Bildungsgeschichte; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsphilosophie; Erziehungsphilosophie; Biography; Biografie; Biographie
Abstract	Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' "didachography," a portmanteau coined in his 1657 "Didactica Magna" to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI-related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01