448 KB0 KB192120262026Barle Lakota, AndrejaFlogie, AndrejHazemali, DavidTodorović, Tadejštevilka:1letnik:86str. 131-152ISSN:0006-5722DOI:10.34291/BV2026/01/FlogieCOBISSID_HOST:285813763URN:URN:NBN:SI:doc-NBZYEWW9slZaložba Univerze v LjubljaniBogoslovni vestnikbivanjska prazninaduhovnosteducationedukacijaexistential vacuumgenerative AI (Gen-AI)generativna umetna inteligenca (Gen-UI)osebna avtonomijapersonal autonomyspiritualityBivanjska praznina v senci algoritmov| etični in pedagoški vidiki generativne umetne inteligence| Existential vacuum in the shadow of algorithms| ethical and pedagogical aspects of generative artificial intelligence|The article analyzes the growing phenomenon of existential vacuum among young people, which is exacerbated by the new socio-technological environment of generative artificial intelligence (Gen-AI). In the article, the authors argue that, unlike previous technologies, Gen-AI may not be defined solely as a tool for extended cognition, but rather as a factor of algocracy that promotes cognitive passivity and heteronomy. According to Kant, the latter threatens personal autonomy, which, according to Frankl, is a prerequisite for finding meaning in life. The second part of the article focuses on the role of schools, which must, in the age of digital instrumentalization, act as a “counter-environment”. Instead of uncritically adopting technology, education must strengthen the courage to use one’s own reason and ethical judgment. Only by emphasizing humanity, which also contains the spiritual and religious dimension, and the development of personal autonomy can schools help young people overcome feelings of existential vacuum and establish a healthy critical stance toward algorithmic systemsPrispevek analizira naraščajoč pojav bivanjske praznine pri mladih, ki ga poglablja novo družbeno-tehnološko okolje generativne umetne inteligence (Gen-UI). Avtorji prispevka argumentirajo, da Gen-UI v nasprotju s predhodnimi tehnologijami verjetno ne more biti opredeljena zgolj kot orodje razširjene kognicije, temveč kot dejavnik algokracije, ki spodbuja kognitivno pasivnost in heteronomijo. Slednja po Kantu ogroža osebno avtonomijo, ki je po Franklu predpogoj za osmišljanje bivanja. V drugem delu se prispevek osredotoča na vlogo šole, ki mora v dobi digitalne instrumentalizacije delovati kot »protiokolje«. Namesto nekritičnega prevzemanja tehnologije mora edukacija krepiti pogum za uporabo lastnega razuma in etično presojo. Le s poudarkom na človeškosti, ki vključuje tudi duhovno-religiozno dimenzijo, in oblikovanju osebne avtonomije lahko šola mladim pomaga preseči občutke bivanjske praznine ob hkratni vzpostavitvi kritične distance do algoritmičnih sistemovTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Teološka fakulteta