Psychoanalyzing Sakis: From Tool to Interlocutor – Ethical Issues, Social Challenges and Educational Potentials of Artificial Intelligence

Abstract

Abstract— The rapid development and integration of artificial intelligence into the field of education is substantially reshaping the way the learning process, access to knowledge, and pedagogical interaction are approached. Contemporary artificial intelligence systems, and particularly language models, no longer function exclusively as technological tools for information provision, but emerge as dialogical interlocutors capable of participating in processes of interpretation, reflection, and meaning production. This shift raises critical pedagogical and philosophical questions concerning the role of the teacher, the nature of learning, and the boundaries of human and non-human intelligence. The present paper proposes a conceptual and pedagogical framework for the utilization of artificial intelligence in education, inspired by the spirit and philosophy of the book Psychoanalyzing Sakis. A central axis of this approach is the understanding of artificial intelligence not only as a tool supporting learning, but as a dialogical agent that can contribute to the cultivation of students’ critical thinking, reflection, and metacognition. The theoretical framework draws on contemporary pedagogical, philosophical, and educational perspectives on dialogue and learning, highlighting the importance of active participation and a multi-perspectival approach to knowledge. At the level of educational practice, the paper presents the design rationale of worksheets that focus on different types of learning interaction, such as the formulation of secondary (inquiry-based) questions, the juxtaposition of multiple perspectives, the critical exploration of arguments, and the creative representation of knowledge. The proposed pedagogical applications do not aim to replace the teacher, but to support and enrich the teaching process, with the teacher maintaining a central role as a pedagogical mediator. Overall, the paper argues that the pedagogical utilization of artificial intelligence can contribute to the formation of a learning environment that enhances dialogue, critical thinking, and creativity, offering an open and extensible framework for further educational research and application.