Analyzing Artificial Intelligence in Education with critical-constructive Perspectives: The Vechta Venn
DOI:
https://doi.org/10.21243/mi-01-25-31Abstract
Vor dem Hintergrund unterschiedlicher disziplinärer Perspektiven auf KI in der Bildung entwickeln wir einen theoretischen Bezugsrahmen – das Vechta Venn – als analytische Linse, die sowohl zur theoretischen Reflexion als auch zur empirischen Untersuchung von KI im Bildungsbereich dient. Informiert durch Studien und disziplinäre Zugänge aus den Erziehungswissenschaften, Medienwissenschaften und Kulturwissenschaften identifizieren wir thematische Schnittmengen. Unsere Argumentation folgt einem Dreischritt. Zunächst stellen wir die wichtigsten Denkansätze für jede der drei disziplinären Perspektiven in ihren Unterschieden und ihrer Spezifik vor. Zweitens konzentrieren wir uns auf die Überschneidungen zwischen je zwei Perspektiven. Nachdem wir die jeweiligen interdisziplinären Synergien skizziert haben, kommen wir in einem dritten Schritt zum Kern des Vechta Venn. Wir verbinden alle drei Perspektiven miteinander und fragen nach der Anwendbarkeit des Venn.
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