Reconstructing Educational Philosophy as a Metatheoretical Framework for AI-Driven Educational Science
DOI:
https://doi.org/10.30736/reforma.v16i2.1418Keywords:
Educational Philosophy, Educational Science, Ontology, Epistemology, Axiology, Structure Of KnowledgeAbstract
The development of educational science in the contemporary era has been increasingly influenced by empirical research, technological innovation, data-driven decision-making, and artificial intelligence. While these advancements have enhanced the effectiveness of educational practices, they have also raised concerns regarding the diminishing role of philosophical reflection in determining the meaning, purpose, and values of education. This study aims to examine the position of educational philosophy within the structure of knowledge by analyzing its ontological, epistemological, and axiological foundations and exploring its relevance to contemporary educational science. Employing a qualitative library research approach, this study analyzes classical and contemporary philosophical literature related to educational theory, scientific inquiry, and the philosophy of education. The findings reveal that educational philosophy serves as the foundational framework of educational science by defining the nature of educational reality, guiding the construction and validation of educational knowledge, and providing ethical and normative orientations for educational practice. Furthermore, the study argues that the growing dominance of technocratic and data-driven approaches in education necessitates a reconstruction of the role of educational philosophy. Rather than functioning merely as a historical or introductory discipline, educational philosophy should be repositioned as a metatheoretical foundation that integrates ontological understanding, epistemological rigor, and axiological reflection. Such a reconstruction enables educational science to maintain its scientific credibility while preserving its commitment to human development, ethical responsibility, and social transformation. The study concludes that educational philosophy remains indispensable for ensuring that educational progress is directed not only toward technological advancement but also toward the cultivation of meaningful, humane, and value-oriented educational practices.
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An, T., & Oliver, M. (2021). What in the world is educational technology? Rethinking the field from the perspective of the philosophy of technology. Learning, Media and Technology, 46(1), 6–19. https://doi.org/10.1080/17439884.2020.1810066
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Ayeni, O. O., Hamad, N. M. A., Chisom, O. N., Osawaru, B., & Adewusi, E. (n.d.). AI in education: A review of personalized learning and educational technology.
Baruwa, I. (2024). A Conversation with ChatGPT: Philosophy, Critical Thinking, and Higher Education. Journal of AI, 9(1), 1–12.
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Copyright (c) 2026 Sukma Eka Saputra, Ziad Ahmad Zarkasyi, Ahmad Sulthon
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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