Many countries have chosen education as one of the key areas for using AI.The main goals of using AI systems in education are present in official documents of international organizations (for example, UNESCO «Artificial intelligence in education: challenges and opportunities for sustainable development», 2019), government documents and expert articles. The development of AI systems is associated with personalization and individualization of educational process through the formation of individual educational programs, an individual schedule of the educational process, taking into account individual experience, style of thinking, level of knowledge, for maximum psychological comfort of the child. AI can provide tutoring support for the education process, AI systems will be able to increase the availability of education, support career guidance and employment through the analysis of formed competencies. Proponents of the use of AI in education highlight a number of possible advantages of AI technologies for a child: novelty, possible increase in involvement and motivation; the ability to set individual tasks, depending on the characteristics, which helps child to feel special. Education should address the dilemma of individual autonomy and public good, as AI raises the tension between privacy, respect for human dignity and autonomy, and understanding education as a public good. A very acute problem is the confidentiality of information, the definition of modes and levels of accessibility to the information with which the AI works, and the recommendations that it gives. Dattification in education runs the risk of becoming a factor of stigma and discrimination. AI systems can serve to enhance social normalization, that is, the result of using AI can be exactly the opposite than personification. The problem of responsibility in the application of AI and the problem of creating "trustworthy AI" have not been solved for education. The ethics of the child's interaction with artificial intelligence needs to be developed, the psychological effects of the child's interaction with the AI system are not clear. The development of technologies with insufficient knowledge about the risks and potential threats of AI technologies require additional discussion of scientific ideas about human nature, the status of a child and childhood in the digital world, and the essence of education and upbringing.


Philosophical analysis of the goals of using artificial intelligence systems in education