AQUINO Journal of Philosophy

The integration of artificial intelligence (AI) into educational practices presents profound opportunities and challenges for philosophical education, a discipline historically centered on critical inquiry, ethical reflection, and the cultivation of human agency. This article examines the pedagogical implications of AI tools such as generative language models, adaptive tutoring systems, and automated assessment platforms for teaching philosophy at secondary and tertiary levels. Drawing on epistemology, ethics, and the philosophy of education, it argues that AI can augment Socratic dialogue, enhance argumentation skills, and foster AI literacy as a new philosophical competency. However, overreliance on AI risks undermining intellectual autonomy, authentic meaning-making, and the relational dimensions of teaching that philosophers from Plato to Levinas have emphasized. Through analysis of recent scholarship and case examples, the article proposes hybrid pedagogical strategies that position AI as a tool rather than a replacement for human-guided philosophical practice. Ultimately, philosophical education must evolve to emphasize intellectual virtues, ethical critique of technology, and the irreplaceable value of human struggle in learning. These implications extend beyond philosophy to broader questions of what it means to educate in an AI-augmented world.

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