The article discusses the intersection of philosophy, language, and artificial intelligence (AI), focusing especially on AI-generated language and its role in education. It discusses the ever-changing capabilities of AI, especially in terms of its ability to create meaningful conversation, and how these systems (ChatGPT for example) imitate human thinking without really thinking (intentionality). It considers some of the key philosophical conversations like the difference between strong and weak AI, and some of the ethical and epistemological issues connected to AI-generated language, when thinking about authorship, responsibility, and trust. An important research gap is also addressed, by considering how students will interpret and take in language generated via AI, especially when it pertains to educational contexts. The article presents findings from a survey of students and their perception of credibility, ethics, and AI's role in knowledge generation. The article discusses how while students may find the utility of AI, they remain aware of the ethical issues tied to the use of AI, especially issues connected to authorship. The article concludes with potential directions for future research, such as the development of a new philosophy of machine language, in order to better consider AI, cognition, and education. The article adds to the debate on the role of AI in education, and how to use it ethically and productively in academic contexts.
Hadi Harb (2025) studied this question.