Embodied-Technological Epistemology of Learning: Reinterpreting Learning through Merleau-Ponty in the Digital and AI Era
DOI:
https://doi.org/10.59890/ijasse.v4i4.25Keywords:
Embodied Learning, Digital Age, Epistemology, Merleau-Ponty, PhenomenologyAbstract
This study reconceptualizes learning in the digital and AI era as an embodied, relational, and technologically mediated process. Grounded in Merleau-Ponty’s phenomenology of perception, it develops an Embodied-Technological Epistemology of Learning through a philosophical-conceptual interpretive literature review. The analysis synthesizes embodied cognition, post-phenomenology, and contemporary AI-in-education scholarship. Findings identify three interconnected dimensions of learning: embodied perception, technological mediation, and human meaning-making, with human epistemic agency emerging as a critical condition of meaningful learning. Generative AI can extend learners’ access, reflection, and cognitive capacities, but excessive reliance may displace questioning, interpretation, evaluation, and judgment. The study therefore argues that technology should function as an extension rather than a substitute for embodied human agency, offering a philosophical foundation for human-centered learning in the AI era.
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