Comparative Analysis of Traditional Pedagogy and Technological Pedagogy in the Light of Critical Philosophy of Education

Abstract

The primary objective of this research is to conduct a comparative analysis of traditional and technological pedagogical components within the context of Artificial Intelligence to articulate a novel pedagogical framework grounded in the principles of Critical Educational Philosophy. This study employed a qualitative approach using conceptual and comparative analysis. Through practical syllogism, key components of traditional (authority-based) and technological (data-driven) pedagogies were examined, and a new synthesis termed “Critical-Technological Pedagogy” was developed by integrating the perspectives of critical educational theorists. Findings revealed that while traditional pedagogy relies on the “banking model” of one-way knowledge transfer, technological pedagogy offers significant potential for personalized learning; however, without a critical lens, it risks replacing human teacher authority with the invisible dominance of hidden algorithms. Additionally, the study identified a crucial shift in the teacher’s role from a transmitter of information to a “transformative intellectual” who facilitates emancipatory dialogue. The study concludes that 21st-century education requires integrating the ethical depth of critical philosophy with the operational capabilities of AI. Modern pedagogy must prioritize critical digital literacy and student agency for social change, moving beyond mere instrumental efficiency toward human liberation.