Yeri Hong

This article argues that the current artificial intelligence (AI) ethics education today should be oriented towards nurturing “questioning humans” and that in order to develop “questioning humans,” it is necessary to apply philosophical pedagogies to AI ethics. To make this argument, I will first examine the current trends in AI ethics education, and then show that AI ethics education needs to be aimed at fostering “questioning humans.” Next, I will introduce Philosophy for Children (P4C) as a methodology of teaching philosophy and apply it to AI ethics education. Finally, I will propose an approach for conducting classroom discussions on AI ethics education, based on P4C. This new approach takes a more humanistic view of AI ethics education than the existing AI ethics courses, and has the potential to be applied to a wide range of subjects.

In the realm of artificial intelligence ethics, the term dilemma often emerges prominently. The age-old philosophical trolley dilemma frequently surfaces in discussions regarding decision making in autonomous vehicles, while various dilemmas are associated with key concepts of artificial intelligence ethics. Moreover, Tristan Harris, a former Google design ethicist, has employed the term dilemma in a different context. His involvement in the 2020 documentary film The Social Dilemma and his lecture titled The A.I. Dilemma in 2023 shed light on unique dimensions of these dilemmas. When employing the term dilemma in the context of artificial intelligence, the nuances vary significantly. Particularly within the realm of teaching artificial intelligence ethics, dilemma intertwines with various concepts. This paper aims to categorize three types of dilemmas inherent in artificial intelligence and elucidate why and how different types of artificial intelligence dilemmas should be addressed in philosophy education. Furthermore, as part of the endeavor to tackle artificial intelligence dilemmas in philosophy classes, a semester-long curriculum focused on artificial intelligence dilemmas is proposed, alongside an exploration of its possibilities and limitations.

This paper presents a qualitative case study of a philosophy education program for adolescents, applying Lipman’s multidimensional thinking approach (MTA). Despite the increasing emphasis on developing thinking capacity recently, research on philosophy education for adolescents remains scarce, and qualitative studies or case analyses in real-world educational settings are even rarer. To address this gap, this study analyzes the impact of a philosophy education program using MTA on the multidimensional thinking of adolescents. The results show that participants’ multidimensional thinking developed through three stages: Stage 1 involves understanding concepts, Stage 2 involves locutionary acts of life application and articulation, and Stage 3 involves the pursuit of balance between critical, creative, and caring thinking. This study contributes to filling the research gap by analyzing and presenting real-world cases of a philosophy education program for adolescents and introduces the new concept of thinking expansion. However, some exceptional cases and limitations were observed, suggesting the need for further discussions and studies in the future.