Publication Date
Spring 3-31-2026
Presentation Length
15 minutes
College
College of Liberal Arts & Social Sciences
Department
Philosophy, Department of
Student Level
Undergraduate
Faculty Mentor
MC Cunningham
Presentation Type
Talk/Oral
Summary
This paper presents a clear argument that artificial intelligence in education is not inherently detrimental, but rather that its impact depends on how it is used. Drawing on Aristotle’s concept of intellectual virtue and the Golden Mean, it argues that AI can either hinder or enhance learning. When students rely on AI as a substitute for their own reasoning, they undermine the development of critical thinking skills essential to intellectual virtue. In contrast, when used in moderation, AI can function as a tool that deepens understanding and supports cognitive growth.
The paper also highlights a key inconsistency within educational institutions. While students are penalized for using AI, educators simultaneously depend on AI detection tools to enforce these rules. Through Plato’s framework that legitimate authority must be grounded in knowledge, this reliance is critiqued as problematic, as it shifts evaluative judgment away from genuine understanding and toward potentially unreliable technological systems. Ultimately, the paper contends that education should prioritize the cultivation of independent thinking and intellectual virtue rather than focusing primarily on regulating or policing AI usage.
Recommended Citation
Alazab, Bayan R., "Intellectual Virtue and Artificial Intelligence" (2026). SPARK Symposium Presentations. 1248.
https://repository.belmont.edu/spark_presentations/1248
