Will generative AI ‘change everything’ in education, and if so, how could we know?: assessing neohumanist and posthumanist answers

Abstract The article starts with the popular diagnosis that generative artificial intelligence (genAI) will ‘change everything’ in education and asks what such a fundamental change would entail—and if we would even notice it under our current theoretical frameworks. It then analyses two such frameworks—namely, Martha Nussbaum’s neohumanist theory and posthumanist theory—to see if they can provide guidance in this potential new situation. Nussbaum’s theory is found to fall short in terms of appreciating the potential positive developments the introduction of genAI could bring, such as the emergence of new capabilities that are not covered by her framework. Posthumanist theory faces the opposite problem—not being good enough at identifying the potentially dangerous outcomes of using genAI in the classroom. The article ends with suggestions concerning a possible path forward, incorporating the most valuable insights of each theory.