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Educational Implications of Artificial Intelligence: Peirce, Reason, and the Pragmatic Maxim.

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Title: Educational Implications of Artificial Intelligence: Peirce, Reason, and the Pragmatic Maxim.
Authors: Driggers, Kenneth (AUTHOR), Boyles, Deron (AUTHOR)
Source: Educational Theory. Aug2025, Vol. 75 Issue 4, p682-701. 20p.
Subjects: Artificial intelligence, Pragmatics, Learning, Peirce, Charles S. (Charles Sanders), 1839-1914, Semiotics, Inquiry method (Teaching), Philosophy of education, Scholarly method
Abstract: Although Charles Sanders Peirce died over a century before ChatGPT became publicly available, we argue that he remains informative in discussions of AI because of his articulation of the Pragmatic Maxim We argue that Peirce's pragmatism offers two avenues from which the appropriateness or inappropriateness of AI in education can be evaluated: (1) Peirce's redefinition of teaching and learning along the lines of the finite origins of reason allows for a reorientation of education that would circumscribe the uses of AI to those that are dependent on authentic, inquisitive learning; and (2) Peirce's Pragmatic Maxim is used as a test by which myriad applications of AI can be evaluated for appropriateness. This test ensures that uses of AI are directed towards, experience. Rather than making a final determination on the overall desirability or undesirability of AI in education, we offer two methods for discriminating between the two extremes. [ABSTRACT FROM AUTHOR]
Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Although Charles Sanders Peirce died over a century before ChatGPT became publicly available, we argue that he remains informative in discussions of AI because of his articulation of the Pragmatic Maxim We argue that Peirce's pragmatism offers two avenues from which the appropriateness or inappropriateness of AI in education can be evaluated: (1) Peirce's redefinition of teaching and learning along the lines of the finite origins of reason allows for a reorientation of education that would circumscribe the uses of AI to those that are dependent on authentic, inquisitive learning; and (2) Peirce's Pragmatic Maxim is used as a test by which myriad applications of AI can be evaluated for appropriateness. This test ensures that uses of AI are directed towards, experience. Rather than making a final determination on the overall desirability or undesirability of AI in education, we offer two methods for discriminating between the two extremes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Theory is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Aug2025
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