Limitations of the Development of Artificial Intelligence Culture: An Ethical and Philosophical Analysis

This article addresses ethical and philosophical issues related to understanding contemporary practices of young people's use of artificial intelligence (AI) technologies. The object of this study is AI culture, interpreted as the unity of knowledge, values, and activity-based practices. The subject of this study is the limitations of the development of AI culture. The theoretical framework of the concept of "AI culture," which includes competence-based, value-based, and activity-based elements, forms the methodological boundaries of an ethical and philosophical analysis of the limitations of AI culture development. Specifically, the logic of this study is based on a consistent understanding of the dysfunctions of knowledge, values, and activity-based practices in the use of generative technologies. Considering the complexity of the dialectical process of AI culture development in the context of the new digital existence, this article analyzes the consistent transformation and accumulation of digital knowledge and AI competencies, their integration into the value-semantic framework of modern society, and their consolidation in the activity-based practices of individuals. It concludes that new ethical norms and semantic constructs are emerging, "embedded" in AI culture and objectifying modern human existence. In this context, it is substantiated that the priorities for the development of AI culture must align with humanistic values and ethical norms. Knowledge-based limitations of AI culture development include digital inequality and digital exclusion (social vulnerability caused by an individual's insufficient digital skills, competencies, and experience), as well as intergenerational digital divides, which limit the resource potential of the family institution in the process of digital knowledge reproduction. Value-based limitations to the development of AI culture are due to the narrowing of the fields for disseminating and enshrining ethical norms for the use of AI technologies, information deficits, insufficient awareness among young people about the limits of misconduct in the digital environment, demonstrated tolerance for cases of academic dishonesty, and the substitution of intellectual labor by digital assistants. Activity-based limitations are associated with dysfunctional practices in the use of AI in educational activities: the utilitarian role of generative technologies and the reduction of positive AI practices that allow for differentiated preferences in everyday, educational, and professional activities. The functional weakness of the educational institution in enshrining ethical norms and the limits of the legitimate use of AI technologies in the educational and professional activities of young people is substantiated.