INTERNATIONAL JOURNAL OF CRITICAL INQUIRIES (IJOCIN)

This paper is an interpretative and a reconstructive study of Heidegger’s phenomenological postulations on education and artificial intelligence in contemporary Nigeria. It adopts the hermeneutic-narrative research methodology. The work begins with conceptual clarification of key concepts, namely: technology, intelligence, artificial intelligence and authenticity. The central argument of the paper is that, for Heidegger, modern technology is enframing. What this connotes is that sophisticated computational systems and other digital tools like Machine Learning, Deep Learning and Generative Artificial Intelligence have the potential of enriching and bringing greater purpose to the learner and the school system. In line with this ontological consideration, the paper opines that if the school system in contemporary Nigeria is to overcome the problem of negative tendency and experience authenticity; then, classroom teachers will need to inspire learners to acquire and demonstrate such 21st century soft skills as lateral thinking, collaboration, creativity, global awareness and radical problem-solving. The pedagogical implications of this Heideggerian model for artificial intelligence discourse in contemporary Nigeria was further examined. Inspite of the strengths of this phenomenological philosophy of education, the paper concludes by stating that it is not without some logical flaws.

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