CHATGPT AND EDUCATION: CONTRIBUTIONS OF GILBERT SIMONDON’S THEORY

Abstract

Gilbert Simondon's theory is centered on his approach to technology as a mediator in the relationships between human beings and nature, giving it its own ontology. In contrast to the traditional view that treats technology as a mere tool in the service of an ideology, Simondon highlights the importance of understanding technology as an autonomous entity, endowed with its own characteristics and co-extensive with the human condition. Of a theoretical-reflective nature, this article aims to provide a critical analysis that seeks to connect Gilbert Simondon's propositions about the technique with the new frontiers opened by generative artificial intelligence, such as ChatGPT, in Education. In doing so, the aim is not only to understand the role of these technologies in the contemporary educational context, but also to stimulate debates and research that contribute to a broader and more in-depth approach to the relationships between humans, technology and learning. Initially, Simondon's main conceptions about the existence of technical objects are presented, highlighting their peculiar ontology and their role as mediators in interactions between humans and the environment. Next, a brief explanation of the genesis of ChatGPT is given, highlighting its development as an advanced form of artificial intelligence capable of generating complex responses based on the analysis of large volumes of data. Finally, reflections are made on the research possibilities involved in ChatGPT in Education.