Abstract

The vision of integrating artificial intelligence in education is part of an ongoing push for harnessing digital solutions to improve teaching and learning. Drawing from Jasanoff and Hasse, this paper deliberates on how sociotechnical imaginaries are interrelated to the implications of new technologies, such as AI, in education. Complicating Hasses’s call for the development of Socratic ignorance to consider our predispositions about new technologies and open new prospects of thought, this paper revisits postphenomenology and Feenberg’s critical constructivist theories. While embracing the notion of Socratic ignorance, this paper stresses the importance of developing a nuanced understanding of technology that realizes its lack of neutrality and supports the creation of a deeper understanding of how knowledge is produced, deployed, and interpreted in the digital age. Thus, this paper argues that an amalgam of Hasse’s call for advancing Socratic ignorance combined with postphenomenology and critical constructivism can support students in developing a critical understanding of technology and opening new landscapes of imaginaries.