EPISTEMOLOGY OF THE VISUAL IN THE AGE OF GENERATIVE ARTIFICIAL INTELLIGENCE: ETHICAL LIMITS OF CONSTRUCTING EDUCATIONAL AND RESEARCH REALITY

Abstract

The article provides an ethical analysis of the transformed epistemological status of the visual image amid the widespread adoption of generative artificial intelligence in educational and scientific environments. The article argues that modern technology is changing the traditional role of the image. From a supplementary illustrative tool, it is transforming into an independent source of knowledge that directly influences the construction of educational reality. The study reveals that generated images, despite their persuasiveness and aesthetic appeal, often lack a referential connection to reality, which leads to a blurring of the boundaries between simulation and the reproduction of the real.

Based on an analysis of classical and contemporary philosophical concepts and examples from educational and scientific discourse, this paper identifies the main ethical issues associated with the functioning of the visual as a construct of reality. In particular, these include the ontological equalization of humans and artificial agents in the educational process, the de-humanization of education, the shifting of responsibility, information overload and a decline in the quality of scientific publications, the fostering of tolerance for errors, and the aestheticization of errors. It has been demonstrated that these risks lead to an epistemic crisis and undermine trust in the visual as a source of knowledge. The study focuses particularly on analyzing the risks associated with the use of generative artificial intelligence in educational materials, especially incorrect representations that may influence students’ perceptions of reality. The article proposes possible solutions to the identified problems, including the introduction of the principle of epistemic transparency of visual content, the formalization of verification procedures within the framework of peer review, and the development of critical visual literacy among participants in the educational and research process.

This study concludes that, in the era of widespread use of generative artificial intelligence, the visual image has become an active factor in the formation of knowledge, which underscores the relevance and necessity of its further philosophical reflection and the development of ethical standards for its use in the fields of education and science.