The Philosophical Paradigm of Empathy, Emotional Subjectivity, and Digital Cognition in Education

This chapter develops a philosophical paradigm of empathy, emotional subjectivity, and digital cognition in education under the conditions of generative artificial intelligence. It argues that artificial intelligence can support learning, interpretation, and feedback, but cannot be treated as a bearer of genuine emotional subjectivity because it lacks embodied experience, affective vulnerability, moral responsibility, and lived intersubjective presence. The study combines philosophical-anthropological, epistemological, ethical, and philosophy-of-education perspectives to distinguish human empathy from algorithmic simulation. Particular attention is paid to educational trust, critical thinking, design thinking, and the empathy map as fields where premature delegation to artificial intelligence may weaken the learner’s own reflective and empathic work. The chapter shows that productive human-AI collaboration requires an asymmetrical model in which digital systems assist analysis and organization, while human subjects retain responsibility for meaning, judgment, value choice, and ethical interpretation. The conclusion formulates criteria for separating supportive digital mediation from forms of delegation that erode autonomy and reduce empathy to a procedural interface effect.