SUBJECT-OBJECT STATUS OF CHATGPT IN ACADEMIC DISCOURSE: BETWEEN THE COLLECTIVE SUBJECT AND THE «ALGORITHMIC WILL»

Abstract

The article analyzes the transformation of academic communication in the context of the integration of artificial intelligence systems (AI), specifically ChatGPT model. The relevance of the study stems from the rapid penetration of artificial intelligence into the educational space, which entails fundamental changes in the roles of its participants and very structure of the cognitive process. The central research problem is the need to understand the new status of artificial intelligence and rethink the subject-object relations in the student-ChatGPT relationship. The authors propose and substantiate the concept of viewing ChatGPT as a collective agent of academic activity. This approach allows for an analysis of how interaction with artificial intelligence influences key components of academic work: motivation, goal setting, planning, information processing, and decision making. The methodological basis of the study is B.F. Lomov’s systemic analysis of activity and J. Habermas’s theory of communicative action. It demonstrates how delegating cognitive functions to artificial intelligence leads to the “scaling down” of critically important mental processes of students—anticipation, critical analysis, and the development of an independent position—which, in the long term, threatens the development of their professional consciousness and identity. Using a philosophical analysis of communication, it is concluded that the introduction of ChatGPT into academic discourse calls into question its fundamental principles formulated by J. Habermas: the pursuit of truth, dialogicity, argumentation, and critical reflection. Instead of dialogue, “monodirectional communication” with an algorithm emerges, whose “will” is illusory and derived from the parameters set by the developers. The authors emphasized that the emergence of a new educational ecosystem based on the “teacher-AI-student” model requires a revision of teaching methodology, assessment criteria, and the development of a new ethic of distributed responsibility among all participants in this process.