A self-examination
Abstract
AI has caused an existential crisis in higher education. With knowledge and personalized learning available at the click of a button, questions about the meaning and purpose of education threaten to dissolve the need for the teaching profession as we know it. Research on AI in higher education often focuses on how to adapt to AI rather than reconsidering the deeper purpose of education.
“Indeed, the proper teacher lets nothing else be learned than—learning.”
— Martin Heidegger (1954)
Introduction
The objective of this article is to help researchers and practitioners regain clarity and confidence in an AI era where the very existence of the education industry is at stake. The article proposes that the problems education faces cannot be solved solely with better technology but with better ways of teaching.
Educators should ask themselves three key questions:
- Who are we as human beings?
- Who are we as experts?
- Who are we as educators?
Through this self-examination educators may realize that teachers were never needed simply to transmit knowledge. Their true value lies in motivating students to seek knowledge and ask meaningful questions.
Who are we as human beings? Question animals
Philosophers from Aristotle to Nietzsche describe humans as beings driven by curiosity and questioning. Nietzsche called humanity “the yet undefined animal.” This highlights that the human condition is characterized by not-knowing and the desire to learn.
“The act of questioning cannot be taught… We are questioning beings at our very core.” — Erwin W. Straus (1955)
Being human therefore means constantly bridging the gap between what we know and what we wish to know.
Who are we as experts? Ignorant scientists
True expertise does not lie in what we already know but in how we deal with what we do not know. Neuroscientist Stuart Firestein emphasizes that ignorance—not knowledge—is the true engine of scientific discovery.
“A question is interesting if it leads somewhere and connects to other unknown questions.” — Maria Chudnovsky
This perspective suggests that meaningful learning emerges from curiosity and exploration rather than simply delivering answers.
Who are we as educators? Ultimate learners
Educators should not position themselves as authorities who know everything. Instead, their role is to create an environment where students can explore questions and become comfortable with uncertainty.
“Teaching is more difficult than learning because what teaching calls for is this: to let learn.” — Martin Heidegger
Teachers should therefore guide students in thinking, questioning, and discovering rather than simply delivering information.
Implications for practice and future research
Educators can adapt their practice by:
- Encouraging students to formulate meaningful questions.
- Demonstrating how experts handle uncertainty and ignorance.
- Creating space for discussions that do not have clear answers.
In an AI-driven world, students do not need teachers who know everything. They need teachers who are curious enough to explore the unknown with them.
Author Bio
Dr. Pia Lauritzen is a Danish philosopher, tech founder, and keynote speaker whose work explores how the questions we ask shape thinking, technology, and leadership. Her research focuses on the role of questioning in learning and innovation.
References
- Aristotle – Metaphysics
- Daher, R. (2025). Integrating AI literacy into teacher education.
- Firestein, S. (2012). Ignorance: How It Drives Science.
- Gadamer, H. (1960). Truth and Method.
- Heidegger, M. (1954). What Calls for Thinking?
