Algoritmi, autonomia e opacità. Verso una filosofia dell’educazione nell’epoca dell’intelligenza artificiale

This essay offers a philosophical-pedagogical reflection on the impact of arti- ficial intelligence within the contemporary horizon of education and formation. Far from treating AI as a mere instructional tool, it examines its infrastructural and prefigurative character, analysing how it reshapes the epistemic conditions of experience and subjectivity. Pedagogy is thus called to engage with a cogni- tive environment that reduces opacity, anticipates questioning, and optimises encounter—at the risk of undermining the very conditions of formation. Through a dialogue with thinkers such as Luciano Floridi, Byung-Chul Han, and Parmy Olson, the essay argues for the need of a “pedagogy of the interval”, capable of safeguarding vulnerability, surprise, and difference as irreducible features of the human. In a world marked by algorithmic acceleration and the 10 - Verso una filosofia dell’educazione nell’epoca dell’intelligenza artificiale thinning of the other, to educate means to protect the space of the question, of friction, and of meaning. The conclusion proposes a rearticulation of educa- tional responsibility in the age of the invisible, restoring centrality to formation as an exercise in incompleteness and inner freedom.