An Argument against the Unlimited Applicability of Artificial Intelligence in Classroom Settings Thomas Sukopp PhD in Philosophy, University of Siegen The manifold application of various artificial intelligence (AI) tools, systems, devices etc. has gained intensive attention in contemporary interdisciplinary research. We will develop an argument that indicates why AI systems are not adequate for certain educational purposes (related to ‘Bildung’, as formation and self-formation of personalities). Our argument rests on the following assumptions: a) Neither technophilia nor technophobia leads to any cautious, sensible, and self-reflective handling of AI systems (Section 1). b) The distinction between weak AI and strong AI is fruitful. A well-conceived definition of AI will point out some limitations even of strong AI in comparison with the basic characteristics of human intelligence (Section 2). Nevertheless, we find various fields of prudent applications of weak AI for classroom settings (Section 3). There is a heated debate on why AI is no instrument for certain educational processes because of fundamental considerations. Here we argue that education urgently needs some kind of philosophically-driven return (Section 4.1). Finally, Section 4.2 will indicate in more detail where we find, at the heart of education, a division between AI systems and human teachers.
Key words：AI systems in classrooms; technophilia; technophobia; Bildung; Philosophy of Education | 
