Understanding of the Three Levels of Interactions Between Philosophy of AI and Philosophy for Children

Abstract

In the modern era, both philosophy for children and philosophy of Artificial Intelligence (AI) are emerging as novel realms of philosophical inquiry. If AI seeks to emulate human intelligence, merely considering general human intelligence falls short; instead, focused attention must be directed towards child intelligence. Comprehensive inquiries into philosophy for children and child intelligence are likely to offer a novel perspective on AI research. This perspective examines the intersections of philosophy for children and AI across three distinct dimensions: cognitive features, learning styles, and autonomy criteria for intelligent entities. This paper posits that both children and machines represent authentic intelligent agents, and their advancement is contingent upon continuous learning. The primary objective of this paper is to facilitate a critical examination of and diversification in AI research methodologies, primarily by elucidating the pedagogical frameworks of philosophy for children across three dimensions. Furthermore, this paper endeavors to offer a fresh perspective on the study and practical implementation of philosophy for children.

Keywords

philosophy for children / Artificial Intelligence (AI) / cognitive features / learning styles / autonomy standards / three levels

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