الإنسان التربوي في عصر الذكاء الاصطناعي دراسة فلسفية في تحولات مفهوم الإرادة والمسؤولية والتكوين الإنساني

Abstract

Abstract

This study analyzes how the concept of the educational human is being transformed in the age of artificial intelligence (AI), focusing on three foundational concepts in the philosophy of education: will, responsibility, and human formation. It traces the Western philosophical roots of these transformations and then addresses them in light of the Qur'an, the Sunnah, classical exegetes, and Muslim philosophers and thinkers, including Ibn Sina, al-Ghazali, Ibn Taymiyya, Ibn al-Qayyim, Ibn Khaldun, and Taha Abderrahmane. The study employs philosophical analytical-critical, deductive, and comparative methods. It finds that will has shifted from autonomy to an algorithmically managed will, shaped by the convergence of existentialism, behaviorism, and the attention economy; that responsibility faces a "responsibility gap" arising from action distributed between humans and machines; and that formation has been reduced to measurable performance under instrumental reason and human capital theory. The study proposes a framework for educating the "entrusted human" built on six principles derived from trusteeship, guardianship, self-purification, habitus (malakah), and vicegerency (istikhlaf). Ten experts in foundations of education, Islamic studies, and computer science validated the framework, approving all of its elements, with eight modified and two added.
Keywords: educational human, artificial intelligence, will, responsibility, human formation, entrusted human.