Evolving from Traditional Epistemologies to Technological Intelligences

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Dr. Meena Sharma

Abstract

The trajectory of human knowledge has continually evolved from traditional epistemologies—anchored in philosophy, culture, and lived experience—to contemporary regimes of cognition shaped by artificial and technological intelligences. Classical epistemic traditions emphasized intuition, metaphysics, ethics, and communal wisdom, transmitted through oral lineages, scriptural hermeneutics, and phenomenological encounters. In contrast, the digital age privileges datafication, algorithmic rationality, and computational cognition, thereby transforming not only the modalities of knowledge production and circulation but also the ontological status of truth, agency, and epistemic authority.


This paper interrogates the transition from human-centered modes of knowing to machinic mediations of intelligence, tracing both the continuities and disjunctions in our understanding of consciousness, cognition, and epistemic validation. Drawing upon classical epistemological frameworks—such as Indian Pramāṇa theory, Western empiricism, and rationalist traditions—alongside the rise of Artificial Intelligence (AI), neural architectures, and information philosophy, the study posits that technological intelligence constitutes not a rupture but an evolutionary amplification of human cognition. It argues that algorithmic epistemes extend the human mind’s quest for self-reflexivity and pattern recognition into machinic forms of reason and perception.


The paper concludes by proposing a model of integrated epistemology, wherein humanistic values, ethical intentionality, and digital cognition converge to articulate a posthuman horizon of knowledge. Within this framework, technological intelligence is re-situated as a co-evolving partner in the epistemic continuum rather than a substitute for human reason—ushering in an emergent paradigm of hybrid knowledge systems in twenty-first-century societies.

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How to Cite
Dr. Meena Sharma. (2022). Evolving from Traditional Epistemologies to Technological Intelligences. Educational Administration: Theory and Practice, 28(01), 407–409. https://doi.org/10.53555/kuey.v28i01.11589
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