Abstract

This article critically examines the role of Artificial Intelligence (AI) in education from an educational philosophy perspective. While acknowledging AI's potential as a tool for inclusion and personalised learning, the paper argues against AI as a primary dialogue partner for human students. Drawing on Socratic philosophy, Vygotsky's socio-cultural theory, and the dialogical philosophies of Buber and Levinas, it reasserts that the "examined life’, the ultimate goal of education, is fostered through vulnerable, unpredictable, and embodied human-to-human dialectical dialogue. The article critiques the assessment-driven model of education, highlighting its detrimental impact on well-being and its inherent biases, and contrasts this with the transformative potential of genuine dialogue. It contends that relying on AI for core dialogical learning risks superficiality, ethical dilemmas, and exacerbating educational inequalities, ultimately undermining the very human qualities education should cultivate.