Architecture, Education and Artificial Intelligence
Epistemic Emergences for Pedagogical Praxis
DOI:
https://doi.org/10.32870/dse.v0i34.1719Abstract
This essay examines the fundamental transformations at the intersection of architecture, education, and artificial intelligence (AI). Beyond representing a simple technological update, the incorporation of AI is reconfiguring the foundations of architectural knowledge and its pedagogical practices. We propose that these new epistemic frameworks do not replace traditional knowledge but open spaces where human and computational elements establish complementary relationships. The text develops a critical approach based on "digital humanism" that articulates these complementarities, addressing epistemological and ethical challenges with special attention to the Latin American context, where inequalities in technological access raise particular considerations for architectural education.
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