Abstract This article examines the historical evolution of education, highlighting significant shifts shaped by sociocultural dynamics and technological advancements. In early human societies, education was an organic process, rooted in communal activities essential for survival. As societies progressed, education became more structured, serving not only as a tool for intellectual development but also as a means to reinforce social hierarchies, particularly during the Ancient Greek period and the Middle Ages. The Industrial Revolution marked a transformative shift, where education systems were standardised to meet the needs of an industrialised society, mirroring the factory environment to instil discipline and conformity. The introduction of radio and television in the 20th century further democratised education, making it more accessible and blurring the boundaries between traditional educational settings and daily life. The article underscores how digital technologies, especially th...
Abstract This theoretical paper offers an in-depth examination of the intersection between Theory of Mind (ToM) and artificial intelligence (AI), drawing on developmental psychology and philosophical analysis. By investigating the key developmental stages at which children begin to understand that others have distinct mental states, the paper provides a framework for assessing the cognitive boundaries of AI systems. It critically interrogates the pervasive human inclination to anthropomorphize machines, particularly through the attribution of complex mental states like "knowing," "thinking," or "believing" to AI entities that lack subjective experience. The paper argues that AI, while capable of simulating cognitive processes, operates without the conscious awareness that defines human cognition, raising profound epistemological and ethical questions. It explores the broader implications of this projection for society, considering how our conceptualization...