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Beyond Tools: Generative AI as Epistemic Infrastructure in Education
arXiv:2504.06928v2 Announce Type: replace
Abstract: AI systems are increasingly embedded in practices where humans have traditionally exercised epistemic agency, the capacity to actively engage in knowledge formation and validation. This paper argues that understanding AI's impact on epistemic agency requires analyzing these systems as epistemic infrastructures rather than as neutral tools. Drawing on theories of technological mediation and distributed cognition, I advance a framework that foregrounds how AI systems reconfigure the conditions under which epistemic agency can be exercised. The framework specifies three analytical conditions: affordances for skilled epistemic actions, support for epistemic sensitivity, and implications for habit formation. I apply this framework to AI systems deployed in education, a domain where epistemic agency is both professionally essential and ethically significant. Analysis of AI lesson planning and feedback tools reveals patterns of epistemic substitution: while useful for efficiently handling teaching tasks, these systems perform cognitive operations without sustaining skilled epistemic actions, epistemic sensitivity, or virtuous habit formation, potentially preventing the cultivation of professional judgment that relies on these practices. The findings contribute to philosophical debates about AI and human agency by specifying mechanisms through which infrastructural embedding shapes epistemic possibilities, and offer design principles for AI systems that sustain rather than supplant human epistemic agency.
Abstract: AI systems are increasingly embedded in practices where humans have traditionally exercised epistemic agency, the capacity to actively engage in knowledge formation and validation. This paper argues that understanding AI's impact on epistemic agency requires analyzing these systems as epistemic infrastructures rather than as neutral tools. Drawing on theories of technological mediation and distributed cognition, I advance a framework that foregrounds how AI systems reconfigure the conditions under which epistemic agency can be exercised. The framework specifies three analytical conditions: affordances for skilled epistemic actions, support for epistemic sensitivity, and implications for habit formation. I apply this framework to AI systems deployed in education, a domain where epistemic agency is both professionally essential and ethically significant. Analysis of AI lesson planning and feedback tools reveals patterns of epistemic substitution: while useful for efficiently handling teaching tasks, these systems perform cognitive operations without sustaining skilled epistemic actions, epistemic sensitivity, or virtuous habit formation, potentially preventing the cultivation of professional judgment that relies on these practices. The findings contribute to philosophical debates about AI and human agency by specifying mechanisms through which infrastructural embedding shapes epistemic possibilities, and offer design principles for AI systems that sustain rather than supplant human epistemic agency.
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