The Myth of Sisyphus in the Age of AI The Light and Dark Sides of the Pursuit of Efficiency in Contemporary Educational Processes
Artykuł w czasopiśmie
MNiSW
140
Lista 2024
| Status: | |
| Autorzy: | Rarot Halina, Stachyra Grzegorz, Siek Jakub |
| Dyscypliny: | |
| Aby zobaczyć szczegóły należy się zalogować. | |
| Rok wydania: | 2026 |
| Wersja dokumentu: | Drukowana | Elektroniczna |
| Język: | angielski |
| Numer czasopisma: | 3 |
| Wolumen/Tom: | 19 |
| Strony: | 109 - 119 |
| Bazy: | ERIH PLUS | OAJI | Crossref | SCImago/MIAR |
| Efekt badań statutowych | NIE |
| Materiał konferencyjny: | NIE |
| Publikacja OA: | TAK |
| Licencja: | |
| Sposób udostępnienia: | Otwarte czasopismo |
| Wersja tekstu: | Ostateczna wersja opublikowana |
| Czas opublikowania: | W momencie opublikowania |
| Data opublikowania w OA: | 19 marca 2026 |
| Abstrakty: | angielski |
| This article addresses the impact of artificial intelligence on contemporary educational processes, analysing this issue from the perspective of the existentialist anthropology of Fyodor Dostoevsky and Albert Camus, as well as from a contemporary neuropsychological perspective, which provides new insights into human beings and their cognitive, emotional, and volitional processes. Drawing on the philosophical and literary metaphor of Sisyphus, which serves a heuristic function, the authors propose that human effort including that in the sphere of education has an autotelic value, and its technological reduction leads to “alienation of agency” and “atrophy of subjectivity,” as it eliminates the cognitive resistance necessary for the brain’s functioning. The argument draws on the concept of “desirable difficulties” (Bjork and Bjork) as well as findings from empirical research on the digital determinants of cognitive processes, as identified by Nicholas Carr and Nicholas Kardaras, and above all, findings in the field of cognitive load theory. Reference is even made to data from the latest OECD and UNESCO reports on the impact of AI on education. In conclusion, the authors propose despite recognizing certain positive aspects of AI’s role in digital learning a creative return to education based on cognitive effort as the foundation of authentic human development. |
