The Degradation of Education and the Illusion of Artificial Intelligence: An Examination Through the Lens of Nineteenth-Century Thought

Abstract

This paper critically examines the contemporary decline of education and the exaggerated perception of artificial intelligence (AI), contextualised through significant philosophical insights of the nineteenth century. It argues that the systematic erosion of critical thinking, cultural literacy, and aesthetic appreciation has produced a populace susceptible to manipulation and unable to discern genuine intellectual quality, thereby fostering the illusion of sophisticated AI. Drawing on thinkers such as Matthew Arnold, John Stuart Mill, Friedrich Nietzsche, Ludwig Wittgenstein, Thomas Carlyle, Oswald Spengler, and particularly John Ruskin, the analysis reveals how modern educational systems, dominated by utilitarian and mechanistic priorities, have diminished human cognitive capacities. This decline not only perpetuates cultural stagnation but also amplifies the apparent capabilities of AI, which thrive on superficial mimicry rather than true understanding. By integrating historical critiques with contemporary observations, such as the rise of algorithm-driven learning platforms and AI-generated content, the paper advocates for a reorientation toward holistic education rooted in moral, aesthetic, and…