Aim/Purpose: This paper explores the nature of ‘authentic education’ in a world increasingly shaped by artificial intelligence (AI) and proposes a curriculum philosophy rooted in self-development, civic consciousness, and ecological stewardship. Methodology: Philosophical Inquiry. This paper does not engage in qualitative or quantitative analysis, nor does it aim to assess the effectiveness of pedagogical methods; such inquiries are well represented in the existing empirical literature. Instead, it advances the philosophy of education by deepening the theoretical understanding of what constitutes authentic education. Contribution: I attempt to answer the question “What is ‘authentic education’?” from both standpoints: unconcerned with AI (which is a critical philosophical foundation) and in terms of AI (also a critical yet different philosophical foundation). Findings: The simple response would include that an ‘authentic education’ is designed to guide learners to unfold their authentic selves, which would at least include: (a) investigating the curriculum that was designed for them, (b) learning how to perform a number of feats (skillsets) equal to the average requirement to survive planetary conditions (social, fiscal, and environmental) on one’s own, (c) receiving a clear understanding of the actual state of the planet one is inheriting upon reaching adulthood, and (d) being exposed to the true condition of the historical and ongoing disruption of indigenous knowledge systems through colonisation across all continents. And that (e) ‘hope’ is not activism and (f) that not all problems are solved from behind a screen.
Zachary Reznichek (Wed,) studied this question.