REINVENTING COMPREHENSIVE HUMAN EDUCATION IN THE AGE OF ARTIFICIAL INTELLIGENCE: A REALISTIC HUMANISM FRAMEWORK INTEGRATING EDUCATION, TECHNOLOGY, AND SOCIAL RESPONSIBILITY

Abstract Artificial intelligence (AI), big data, and algorithmic technologies are transforming contemporary education by expanding access to knowledge, enabling personalized learning, and improving educational management. However, these technologies also raise fundamental concerns about human autonomy, reflective judgment, moral responsibility, social cohesion, and the technocratic reduction of education to efficiency and labor-market adaptation. This study aims to develop the Realistic Humanism Framework as a conceptual and normative foundation for reconstructing comprehensive human education in the age of artificial intelligence. Rather than conducting empirical measurement, the study employs philosophical analysis, literature-based synthesis, interdisciplinary interpretation, and normative theoretical construction. Drawing on classical theories of humanistic education and contemporary studies on AI, data society, and algorithmic governance, the article clarifies the relationship among education, technology, human subjectivity, and social responsibility. The analysis shows that education in the AI era should simultaneously cultivate four core capacities: cognitive capacity, reflective capacity, creative capacity, and responsibility capacity. The study concludes that comprehensive human education is necessary for orienting technological development toward human dignity, social justice, democratic participation, and the common good. Keywords: Education; humanities; reflection; responsibility; Artificial Intelligence