TEACHER EDUCATION BETWEEN DISTANCE EDUCATION AND AI: WRITING, PHILOSOPHY, AND AUTONOMY

Abstract

This philosophical essay examines the intersection of distance education (EaD) and artificial intelligence (AI) in teacher training, focusing on the role of writing as a tool for critical reflection, intellectual autonomy, and emancipation. The study highlights how writing, particularly in the context of philosophy of education, fosters structured thought and self-formation, while the indiscriminate use of generative AI tools, such as ChatGPT, threatens these pedagogical foundations by undermining authorship and intellectual engagement. Drawing on the perspectives of Plato, Jacques Rancière, and Maurice Merleau-Ponty, the essay critiques the passive reliance on AI, which replaces the active, embodied process of writing with automated text production. It argues that such practices erode the essence of philosophical education, which thrives on individual reflection, error, and the dynamic interplay between language and self-formation. The text also explores the democratic potential of writing in EaD, as envisioned by Rancière’s Ignorant Schoolmaster, while warning against a certain use of technology, which obscures the transformative power of authentic intellectual labor.