The rapid integration of Artificial Intelligence (AI) into contemporary education has transformed teaching methodologies, learning environments, assessment systems, and institutional decision-making processes. While AI offers significant advantages such as personalized learning, efficiency, and accessibility, it also raises serious philosophical and ethical concerns related to human values, autonomy, creativity, and consciousness. This paper critically examines the relevance of Jiddu Krishnamurti’s educational philosophy in the context of AI-driven education systems. Krishnamurti viewed education as a process of self-knowledge, freedom from conditioning, and holistic development rather than mere acquisition of information or skills. Using a conceptual and analytical research design based on secondary sources, this study explores the compatibility and contradictions between Krishnamurti’s philosophical vision and the current applications of AI in education. The findings suggest that while AI can support individualized learning and reduce mechanical burdens, its uncritical adoption risks reinforcing conformity and dependency. The paper concludes by proposing a balanced philosophical framework where AI functions as a supportive tool aligned with human awareness, ethical responsibility, and holistic education.
Padhye et al. (Fri,) studied this question.