[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601526-105":3,"doc-detail-601526-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","ai-in-the-discourse-of-the-relationships-between-technology-and-education-discourse-analysis-metaphors","AI in the discourse of the relationships between technology and education - discourse analysis - metaphors","","The article reviews how artificial intelligence is discussed in relation to education, focusing on the metaphors authors employ, the obstacles to reaching shared points of agreement, and the forms of social criticism directed at AI, including worries about unwanted deviation. AI is framed as another technology promising educational improvement, echoing earlier waves like radio and television. It also examines abductive reasoning mechanisms used in both human cognition and AI, arguing that uncontrolled abduction can enable conversational systems to mislead, raising ethical rather than purely logical questions.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ai-in-the-discourse-of-the-relationships-between-technology-and-education-discourse-analysis-metaphors/601526/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ai-in-the-discourse-of-the-relationships-between-technology-and-education-discourse-analysis-metaphors/601526.png","ImageObject",300,407,{"name":42,"@type":43},"anakgang17","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What relationships between AI and education does the article emphasize?","Question",{"text":62,"@type":63},"It emphasizes metaphors used in discussing AI in education, difficulties in finding points of agreement, and social criticism of AI.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the article view AI as a technology in education historically?",{"text":67,"@type":63},"It treats AI as another case of technology expected to improve education, similar to earlier “intelligent” technologies, though now supported by additional arguments.",{"name":69,"@type":60,"acceptedAnswer":70},"What is abductive reasoning and why is it important in the article’s argument?",{"text":71,"@type":63},"The article discusses abduction as a logical mechanism used in human reasoning and in AI; when used without control, it can lead conversation algorithms to lie.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601526,1793130848,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"AI in the discourse of the relationships between technology and  \neducation  \nJosé Luis Rodríguez Illera1*  \n1 Universitat de Barcelona, Spain, [jlrodriguez@ateneu. ub.edu](jlrodriguez@ateneu. ub.edu) , [https://orcid.org/0000-0001-6754-6479](https://orcid.org/0000-0001-6754-6479)  \nABSTRACT  \nThe article reviews some of the relationships between AI and education, emphasizing the metaphors used, the difficulties in finding points of agreement, as well as aspects of the social criticism that is made of AI (e.g. considering that it can be a form of unwanted deviation) . AI appears as one more case of technology that comes to improve education, as happened in the past with other less “intelligent” technologies, although now with more arguments in its favor. Secondly, it explores the logical mechanisms (abduction) that are widely used in human reasoning but also in AI, showing how their uncontrolled use can lead to certain conversation algorithms being able to lie, something that teachers would not do. An ethical rather than logical question is raised that deserves to be explored later.  \nKEYWORDS: Artificial intelligence, education, abduction  \n1 INTRODUCTION  \nRecent advances in Artificial Intelligence (hereinafter, AI) have generated a vast amount of opinions, books, articles and reports in the media. Rightly so, since they have paved the way for brandnew applications, creating mixed feelings of admiration and fear in the face of startling achievements. Some of these applications seem to have made the promise and dream of AI come true, despite the fact that they remain algorithms; more complex, perhaps, but no less predefined.  \nHistorically and educationally speaking, AI belongs to a long series of moments in which the arrival of a new technology – such as radio, television, video, computing or telecommunications in their day – has generated great hope about how it holds the promise of solving most educational problems (for a critique of technoeducational optimism, see Cuban, 1986) . Attempts have been made to differentiate many new technologies from their predecessors by highlighting a specific feature through which the technology in question would “really” provide a solution or improvement for teaching, assessment or learning (for a partial review, see Weller, 2020; and Watters, 2021) . Education is too complex a field for this to occur in such a straightforward manner; indeed, the reality is that almost all technologies have only left a moderate footprint.  \nMany of the reviews and opinions on the use of AI in education are situated within a particular framework of thinking, even if implicitly, taking as given a specific type of approach. However, over the decades, particularly in the 20th century, there have been multiple frameworks of thinking which, due to their differences, lead us to positions that are far removed from one another. As such, for some it boils down to a question of futurology (AI surpassing and organising humans), while for others it is all about economics (the massive loss of jobs), and for still others it is an exclusively ethical matter (machines and their limits), or, to a certain extent, humanistic or even epistemological (the type of knowledge used by  \nAI) . Our goal here is to review some of the ideas underpinning the multitude of opinions on AI. We will attempt to organise these discourses, albeit on the understanding that no such organisational endeavour can be neutral, that it always entails assuming a point of view and classifying the organised material in a particular way.  \n2 DISTANT APPROACHES  \nUnlike AI programmes themselves, which consist of the execution of a set of algorithms, the way in which AI is discussed always involves one or more metaphors. We might say that they are“discursive formations” that convey different ways of seeing AI; that is, ideological positions, reasoning or simple expressions articulated with varying degrees of success. Although these points of view are extreme","cbCaiejln4h9R8to","https://ap.wps.com/l/cbCaiejln4h9R8to","pdf",243262,7,"English","# Abstract\n# 1 Introduction\n# 2 Distant Approaches\n## 2.1 Tool metaphors","[{\"question\":\"What relationships between AI and education does the article emphasize?\",\"answer\":\"It emphasizes metaphors used in discussing AI in education, difficulties in finding points of agreement, and social criticism of AI.\"},{\"question\":\"How does the article view AI as a technology in education historically?\",\"answer\":\"It treats AI as another case of technology expected to improve education, similar to earlier “intelligent” technologies, though now supported by additional arguments.\"},{\"question\":\"What is abductive reasoning and why is it important in the article’s argument?\",\"answer\":\"The article discusses abduction as a logical mechanism used in human reasoning and in AI; when used without control, it can lead conversation algorithms to lie.\"}]","AI in the discourse of the relationships between technology and education - discourse analysis - metaphors | PDF",1792092789,18,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":91,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":113,"slug":144},19,"General","general"]