Topic: With the rapid expansion of AI in education, the nature of human learning and its relation to machine calculation has become a central challenge in the philosophy of education. Wittgenstein's later philosophy offers a rich theoretical framework to address this issue.
Purpose: This article reinterprets Wittgenstein's concept of education for the AI era, critiquing algorithm-based systems while providing a framework to recognize the irreducible boundaries of human learning against machine computation.
Method: The research employs a qualitative analytical-inferential approach, using documentary analysis of Wittgenstein's main texts.
Findings: Human learning, unlike machine computation, emerges from shared life, bodily actions, practical habits, and participation in "language games." Algorithms, lacking participation in "forms of life" and the "common behavior of mankind," they appear to be incapable of situational understanding, fluid meaning, practical certainty, and shifts in perspective." The main challenge in AI alignment with educational goals is not "technical alignment" but "existential alignment," requiring active participation in forms of life and practical certainty.
Results: The boundary between human learning and machine computation appears essential and irreducible; algorithms seem unable to fully replace human teachers. Proposing AI as a "third conversationalist" and "mirror of thought," the article emphasizes preserving dialogical spaces, practical workshops, and ambiguous situations, offering guidelines for protecting lived learning spaces in the machine computation age.