Teaching Philosophy in 2025: Artificial Intelligence: A Fragile Support Instead of Real Assistance for Students

The introduction of artificial intelligence in education has fundamentally transformed the way we approach teaching, particularly in complex disciplines such as philosophy. In 2025, as AI continues to evolve, it is often perceived as a double-edged sword. On the one hand, it offers immediate access to a wealth of knowledge, but on the other, it appears to compromise students’ ability to actively engage with the content being taught. The use of sophisticated algorithms by conversational agents such as ChatGPT poses significant pedagogical challenges, as students appear increasingly dependent on these technologies to answer their assignments, calling into question the effectiveness of support that could prove fragile rather than authentic and constructive. In 2025, philosophy teaching faces a growing challenge with the emergence of artificial intelligence. While AI is often perceived as a useful tool, it proves to be a double-edged sword, especially in a field as nuanced as philosophy. On the one hand, it can provide resources and ideas to complement learning, but on the other, it can encourage intellectual laziness in some students, raising concerns about their cognitive development. This article explores the contradictory role of AI in philosophy teaching in 2025 and the challenges both teachers and students face.A promising tool with limited promise The introduction of AI in education initially generated a great deal of optimism. AI systems, such as chatbots, promise to make learning more personalized and assist students in their research. However, in philosophy, this promise faces obvious limitations. Philosophical discussions often require a deep understanding of concepts and the ability to think critically—skills that AI, despite their advances, fail to fully replicate. They offer standardized answers, sometimes disconnected from the subtlety of philosophical inquiry. The proliferation of cheatingWith the growing availability of AI-powered tools, unexpected problems are emerging. Teachers are seeing an increase in cheating, where students use text generators to produce what they consider « perfect answers. » This poses a serious challenge in monitoring and assessing student progress. Cheaters miss the true essence of philosophy, which is to think for oneself, calling into question the role of education in developing reflective and autonomous individuals. Growing Logistical Challenges The time frame and curricular demands add a layer of complexity to the situation. For example, in philosophy, teachers often have four hours of class time per week to cover a content-rich curriculum. Curricular guidelines also require a large number of standard assignments, forcing teachers to rethink their assessment methods. The need to verify the authenticity of assignments is becoming a Herculean task, forcing some institutions to rethink their pedagogical approach.

Towards a New Pedagogical Balance

Adapting to this new reality requires rethinking teaching methods. Rather than viewing AI simply as a support tool, educators must integrate discussions about ethics and the responsible use of technology into their lessons. This would not only raise students’ awareness of the impact of these technologies on society but also strengthen their critical thinking skills, making them better equipped to navigate an increasingly technological world.

Partial Conclusion

In 2025, philosophy teaching finds itself at a crossroads with the integration of AI. While this technology promises to enhance learning, it also raises numerous ethical and practical challenges. As the educational landscape continues to evolve, it is essential that educators, students, and policymakers work together to develop strategies that maximize the benefits of AI while mitigating its harmful effects.