Artificial Intelligence, Ethics, and Art Education in a Posthuman World

Pente, Patti; Adams, Catherine; Yuen, Connie

doi:10.1007/978-3-031-05476-1_12

Cited by 7 publications

(5 citation statements)

References 25 publications

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“…In our efforts to build a more ethical society regarding our personal and societal lives, students and educators must endeavour to be critically-minded about AI usage and outcomes. We turn to Pente and Adams [37] who advise art educators to address the above concerns with their students. They advocate that art teachers examine professional artists who are critical of GAIs in order to foster their stu-dents' comprehension of the above issues, investigate them further, and grapple with these very real and significant challenges.…”

Section: Ten Recommendations For Art Educatorsmentioning

confidence: 99%

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A Discussion of Artificial Intelligence in Visual Art Education

Black,

Chaput

2024

JCC

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Since ChatGPT emerged on November 30, 2022, Artificial Intelligence (AI) has been increasingly discussed as a radical force that will change our world. People have become used to AI in which such ubiquitous technologies as Siri, Google, and Netflix deploy AI algorithms to answer questions, impart information, and provide recommendations. However, many individuals including originators and backers of AI have recently expressed grave concerns. In this paper, the authors will assess what is occurring with AI in Visual Arts Education, outline positives and negatives, and provide recommendations addressed specifically for teachers working in the field regarding emerging AI usage from kindergarten to grade twelve levels as well as in higher education.

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Section: Ten Recommendations For Art Educatorsmentioning

confidence: 99%

“…Finally, we advocate for teachers to allow students to 'play' and 'explore' with the new AI technologies: this has always been useful in the past when using new forms of artmaking [31] [32]. Thus, GAI can be viewed both as a material and as a potential collaborator in the above description [37].…”

Section: Added Reflections On Ai In Visual Art Classroomsmentioning

confidence: 99%

A Discussion of Artificial Intelligence in Visual Art Education

Black,

Chaput

2024

JCC

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“…The future direction of technology in art education is likely to be shaped by advancements in digital technologies, an increased focus on personalized and immersive learning experiences, and a growing emphasis on sustainability and global collaboration [25]. Educators who can embrace these trends and adapt their teaching methods accordingly are likely to be wellpositioned to help their students succeed in a rapidly changing world [26].…”

Section: Rq3 How Do Most Commonly Used Abstract Connected To Technolo...mentioning

confidence: 99%

Uncovering Emerging Trends in Technology and Art Education: A Bibliometric Mapping Analysis

Punithavili Mariappan,

Mohd Zahuri Khairani,

Norzuraina Mohd

et al. 2024

ARASET

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The rapid advancements in technology have opened up new doors for both teachers and students to explore, learn, and create in innovative ways. However, this progress has also brought forth new challenges and complexities that demand a deeper understanding of the use of technology in art education. In this context, bibliometric analysis has emerged as a potent tool to examine emerging trends in the intersection of technology and art education. Employing the PRISMA approach (Preferred Reporting Items for Systematic Review and Meta-Analysis) and utilizing relevant Scopus databases with standardized procedures that ensure comprehensiveness and replicability, this bibliometric study identified 29 articles. The number of published articles in 2022, at 12, exceeded that of 2021, with only 6. Furthermore, the study highlighted the top 10 countries conducting research in technology and art education, with China having 17 studies, followed by the United States with 3 and Australia with 2. The top three keywords in current research trends are Education Computing, with 9 publications, E-learning, with 8, and Virtual Reality, with 7. Other keywords that relate to technology and art education are also pertinent to the research. These findings suggest that there is a growing interest in utilizing innovative research techniques to examine the intersection of technology and art education. As emerging technologies broaden the horizons of art-making and learning, they offer new avenues for creativity and innovation, but they also demand careful consideration of their potential benefits and risks. Educators and researchers will need to work in tandem to design effective strategies for integrating these technologies in ways that encourage creativity, learning, and social justice.

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“…As AI technologies continue to advance at a rapid pace, humans today engage more and more in human-non-human relational and synergistic entanglements (Pente et al 2023). In this way, humans gradually become posthuman subjects in a postdigital world (Fig.…”

Section: Postdigital Complexitymentioning

confidence: 99%

“…It also raises concerns about the risk of creating a culture of individualized knowledge production by exacerbating 'the toxic-masculinity that has become synonymous with hyper-productive working and may even come to further normalise a culture of overwork' (Watermeyer et al 2023: 13). In this context, we need to consider the ethical implications of employing AI technology in research, education, art, and other domains (Christou 2023;Pente et al 2023). We must somehow ensure that these advancements are used in ways that are considered ethical, promote scientific rigor, and contribute to human and non-human well-being and flourishing (Floridi et al 2021;Gill 2023).…”

Section: Postdigital Complexitymentioning

confidence: 99%

Postdigital Duoethnography: An Inquiry into Human-Artificial Intelligence Synergies

Brailas

2024

Postdigit Sci Educ

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In this article, I explore the evolving affordances of artificial intelligence technologies. Through an evocative dialogue with ChatGPT, a form of a postdigital duoethnography between a human and an artificial intelligence algorithm, I discuss issues of knowledge production, research methods, epistemology, creativity, entropy, and self-organization. By reflecting on my own lived experience during this dialogue, I explore how human-artificial intelligence synergies can facilitate new insights and amplify human creative potential. As human-artificial intelligence entanglements activate multiple possibilities, I emphasize how understanding the impact of technology on individuals and communities becomes a critical challenge. In an era where the postdigital becomes the dominant narrative of science and education, the human mind will never be the same again. However, it is not given how human beings and artificial intelligence technologies are going to coevolve as parts of a complex postdigital confluence. Although I make no specific prediction of the future, I make the call for a relationship between humans and technology, informed by complex living systems epistemology, that will promote a more empowering postdigital narrative for individuals and communities. To this direction, this article introduces a methodological framework for the practice of postdigital duoethnography.

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Artificial Intelligence, Ethics, and Art Education in a Posthuman World

Cited by 7 publications

References 25 publications

A Discussion of Artificial Intelligence in Visual Art Education

A Discussion of Artificial Intelligence in Visual Art Education

Uncovering Emerging Trends in Technology and Art Education: A Bibliometric Mapping Analysis

Postdigital Duoethnography: An Inquiry into Human-Artificial Intelligence Synergies

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