Artificial intelligence in changing pedagogical design

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Introduction.The article examines the grounds for changing pedagogical design under the influence of artificial intelligence (AI) applications introduced into educational practices. The author, as the main thesis, asserts the idea that the active introduction of AI applications into the educational process leads to a «blurring» of the subjectivity of students and trainees, as well as to the «formation» of AI as a «third subject» in traditional dual educational interaction.Purpose setting. The relevance of considering this problem is associated with the uncertainty of the consequences of the introduction of AI into learning processes, a decrease in the «quality» of an individual’s personal choice, as well as a reduction of the index of his responsibility for this choice.Methodology and methods of the study.The article shows that modern changes in the educational space, both global and Russian, are associated with a number of factors. The change in traditional architecture, the transformation of values and meanings, the universalization of educational standards combined with the individualization of educational trajectories, the active «emigration» to the virtual world – all this differentiates the educational community, destroying its socio-cultural identity.Results.The article emphasizes the position that the impact of AI on changing the entire learning architecture requires not only new didactics, but also fundamentally changes the entire pedagogical design. The reduction of the so-called «routine work» (that is, the one that is easier to algorithmize) – the search for information, the creation of primary textual and visual materials, the «prompt of rational choices» of actual goal-setting and goal-realization (etc.) «replace» many characteristics in the scope of an individual’s subjectivity. This literally detaches learning from upbringing and thereby deprives education of its holistic justification as a platform for its unity.Conclusion.The virtualization of thinking and cognitive potentials determines the obvious inconsistency in the vectors of transformation of educational interactions. If the first vector is aimed at intensifying learning technologies through AI as a «tool», then the second contains conditions for «blurring» the responsibility of educational subjects through its «substitution and shifting» to impersonal subjects-avatars.