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In the 1954 essay , German-American philosopher Hannah Arendt argued that crisis can act as an opportunity to revisit questions that have produced presumed and outdated answers.

Arendt was concerned with how the loss of tradition and authority in larger social and political spheres was reflected in the adoption of child-centred learning in public schooling in the United States.

She argued that, in education, educators must maintain their authority, which ultimately rested on their taking responsibility for the world and for children. Arendt urged people grappling with “why Johnny can’t read” to leave behind their pre-judged answers, and instead return to the very “essence of education.” For Arendt, this centred on how the human-constructed world can be passed on and “set right” with each new generation and across time.

The rapid advances in artificial intelligence (AI) presents a new crisis for the world and for education. Following Arendt, the crises that AI portends is a new vantage – or a rupture – to return to the .

Technologies have always mediated our understandings and practices of education: not only hardware or pencils, but . In our time, however, AI represents a qualitative rupture in contemporary practices and...