Akademik Veri Yönetim Sistemi
Journal of Applied Philosophy of Education, cilt.1, sa.1, ss.12-28, 2025 (Hakemli Dergi)
In recent years, educational technologies—ranging from algorithmic learning platforms and AI-powered assessment tools to predictive analytics—have emerged as central to educational environments. While these systems promise efficiency, objectivity, and scalability, they also carry profound epistemic, ethical, and political risks regarding what counts as valuable knowledge, how decisions are made, and how the subject is positioned in the learning process. This article examines the rise of algorithmic authority in education and the challenges it brings, including issues of transparency, accountability, and epistemic injustice. It also investigates the impact of algorithmic governance on pedagogical relationships, professional agency, and democratic accountability.
The article argues that procedural ethics or human oversight alone is insufficient; instead, it advances a praxis-oriented design approach. This perspective frames educational technologies not as neutral tools but as moral and pedagogical infrastructures, placing human dignity, relational care, and the pursuit of justice at the center of design and implementation. Principles of participatory and relational design, alongside the preparation of teachers as ethical agents, are identified as key to shaping a more just, transparent, and humane future for digital pedagogy.