THE PROBLEM OF COGNITION AND THE SUBJECT OF COGNITION IN THE ERA OF ALGORITHMIC PEDAGOGY

Abstract

The integration of artificial intelligence into the educational environment is becoming an irreversible process; however, its impact on the fundamental categories of cognition remains insufficiently conceptualized in philosophical discourse. The aim of the research is to carry out a theoretical and philosophical problematization of this process and identify key epistemological, ontological, and axiological challenges that algorithmic pedagogy poses to the humanistic paradigm. The study was conducted on the basis of an interdisciplinary approach combining a conceptual analysis of the categories of “knowledge” and “subject,” Karl Popper’s falsificationism, and a hermeneutic analysis of the ideas of N. Postman and N. Bostrom in relation to modern technological practices (adaptive systems, intelligent tutors). It is established that algorithmic knowledge creates a risk of forming a “digital dogma,” limiting the possibilities for critical doubt and falsification, which leads to a decrease in students’ critical thinking skills. It is revealed that at the ontological level, there is a reduction of the learner from an autonomous subject to a data object (a “techno-biometric portrait”), which provokes a crisis of intersubjectivity and the displacement of live dialogue by monological information consumption. It is substantiated that the main ethical threats are the problem of value alignment and the risk of “permanent stagnation” of the education system in the event of the entrenchment of biased algorithmic patterns. The results obtained contribute to the philosophy of education and science, proving the need to preserve the teacher’s existential role as a carrier of “non-experiential” knowledge (which cannot be experienced by a machine) and as a mentor ensuring the humanistic vector of technological progress.