ISBN: 978-83-7972-993-7
ISBN (online): 978-83-7972-994-4
OAI
DOI: 10.18276/978-83-7972-994-4
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| Year: | 2025 |
| Field: | Field of Social Sciences |
| Discipline: | pedagogy |
| Editorial Board: |
Elżbieta
Perzycka-Borowska
Uniwersytet Szczeciński Waldemar Lib
Uniwersytet Rzeszowski Lidia Marek
Uniwersytet Szczeciński Aleksander Cywiński
Uniwersytet Szczeciński |
Information
Electronic version of the publication available under CC BY-SA 4.0 license after 12 months from the date of release: September 2025
Printed version of the publication can be purchased in the store of the University of Szczecin Press: wn.usz.edu.pl/sklep/
Abstract
Human Relationships with Generative Artificial Intelligence. Autoethnographies of Teachers and Students
The book Human Relationships with Generative Artificial Intelligence (Autoethnographies of Teachers and Students) presents a multifaceted reflection on the place and role of AI in a rapidly changing world of education and communication. The authors − both experienced academic teachers and students − share personal accounts of using AI-based tools (such as ChatGPT, Midjourney, and others), illustrating the interconnections between technology and teaching practice, research, and daily life.
The first part of the publication examines the historical, legal, and social context of AI development, taking into account regulations in Poland, the European Union, the United States, and China. Readers will also find an introduction to Marshall McLuhan’s concepts and the autoethnographic methodology, offering a deeper, more nuanced view of personal relationships with AI technology.
The second part presents the perspectives of academic teachers, who describe their discoveries and doubts related to AI in the context of scientific and educational work. The themes of professional uncertainty and the question of whether AI can become a partner − or even a rival − in the teaching process intertwine with stories about the creative use of generative tools in working with students.
In the third part, students themselves take the stage, examining how AI influences their perceptions of creativity, communication, and the pursuit of knowledge. They recount personal experiences ranging from fascination with innovative possibilities to concerns about the ethical and social implications of AI solutions.
The book concludes with a collective summary, in which the team of authors attempts to synthesize the key issues raised. As a result, this publication is not merely a collection of academic analyses but also a unique record of the emotions, concerns, and hopes accompanying the emergence of generative artificial intelligence in everyday educational practice and social life.