AI, the Anti-Art World, and Art Education (Author's preprint)

The reason AI cannot make original art comes down to the difference between ‘artificial intelligence’ and ‘practical intelligence’, and distinguishing genuine art from artefact. Neither AI (nor markets) can resolve such ethical or dialectical contradictions because only human intuition can discern between ‘action’ and ‘making’ or believing and knowing. Drawing on several philosophers, I argue that since what Aristotle called ‘practical intelligence’ cannot be adopted by any form of ‘mechanical’ or ‘genetic’ learning, educators would do well to teach these differences. As AI is increasingly integrated into all manner of human activities, it is critical to understand what the normative sciences (aesthetics, ethics, and logic) offer a humanist, as opposed to ‘post-humanist’, conception of life. Failure in the Humanities to teach this, and help bridge the ‘two cultures’, is ultimately responsible for the demise of civic humanism. Orthodox Marxist submission to market-driven ‘mechanical thinking’, social-Darwinism, and theoretical aesthetics, being key roadblocks. Building on previous argument I first explain artmaking’s relation to Reason (and knowing vs perceiving), and how this deteriorated in modernity. What reconnects Art to normativity via the ‘practical sciences’ is then argued to ameliorate this, prohibiting any possibility of ‘post-human’ art. In concluding, I suggest how educators can realise the ethical imperative of ‘naturalising’ art, to avoid the pitfalls of overestimating what technology can achieve; and halt the theoretical aesthetic ‘artworld’ delusion hastening resignation to a ‘post-truth’ world - that AI is set to ordain as ‘Real’.