The Delegation of Thought: Education and Judgement in the Age of Artificial Intelligence

Ikisiri

This position paper analyses the silent transformation of the concept of education in the age of artificial intelligence. Based on the thesis that thought processes are increasingly being delegated and judgement replaced by algorithmic assistance, the text analyses the cultural, epistemic and institutional consequences of this development. Education is no longer understood as a form of intellectual self-activity, but as a functional operating competence reduced to accessibility, usability and immediate availability. The article pursues an essayistic-diagnostic approach and locates the crisis of education in schools and universities as an example. There, the areas of tension between autonomy and automation, between the desire to ask questions and the economy of answers, are paradigmatically revealed. The delegation of thinking to AI is not understood as a technological danger, but as cultural incapacitation legitimised by convenience and pressure to be efficient. The argumentation pleads for a reconstruction of education as the ability to form interdisciplinary judgements, to orient oneself intellectually and to criticise the technological world view. Artificial intelligence must not become an epistemic authority, but must itself be made the subject of education-based reflection. The paper concludes with a plea for an education that is not limited to access, but rather proves itself in thinking, especially where technology invites thinking, but does not replace it.