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TheThis paper examinescritically pedagogicalelaborates valuesthe role of artificial intelligence in lifelong learning using a hermeneutic, historical and theoretical-comparative methodological approach. The direction of the development of artificial intelligence inevitably brings changes in the consideration of learning, all the more so because the digital age expects the individual to master the latest technologies, which implies questioning the possibility of a possibly omniscient artificial intelligence becoming the backbone of modern learning and a dominant source of knowledge. Constructivist teaching established in reform pedagogy shifts the emphasis from instruction to processes of (lifelong) learning and individualized teaching. In the concept of lifelong learning, there is a visible shift towards the economization of education with an emphasis on a sustainable futures and techno-solutionist based on crisis situations and the absence of political debate, as well as a foundationshift infrom the developmentalright shapingto education to the duty of lifelong learning for the sake of the educational subject. In the narrower sense, values are not only thoughtsustainability of as desirable character traits that are shaped by education but in a broader sense, they are also determined as cultural and social constructs that condition the socialization context of educational activities.employability. The axiologicalemphasis approachis toshifting from the formation of national to supranational educational valuespolicies throughbased hermeneuticon discoursestandardized provides(inter)national insightexternal into their originevaluations and immanent presence inevidence-based education, thuswhich actualizinghas the problemsrepercussion of permanentreplacing neglectioneducational oftheories actionwith asevaluation welltheories. asIt reflectionis onjustified itsto value-determinedask foundations.whether Narrowlyartificial orientedintelligence intellectualism,reflects technicism,what scientismis andconsidered positivism, whichintelligence in the spirithuman ofsense, progressivismwhether dominateit contemporaryhas pedagogicalthe practice,potential ignoreto moralism,manage aestheticism,human knowledge, and spiritualismwhether it can be the way to end institutionalized education. In addition to educational benefit in the generalindividualization sense,of reducing humanism to utilitarianism,teaching, the ultimate purposerole of whichartificial intelligence in this paper is presented as materialistic consumerism. Technological development permanently reflects on educational activity, directing the development course of the educational process faster than man can develop and take a critical attitude towards it. The educational process thus becomes permanently marked and affected by technological progress, the uncritical adoption of which hides the danger of its negative effectsdiscussed in the formcontext of educationalpsychologization, outcomes.standardization, Theeconomization, futureglobalization and medicalization (research) of education isand considered followingin the determinationperspective of itshumanistic, inherentemancipatory, values. Concluding thoughts are directed towards the implicationsdemocratic and possiblecreative solutionsessence of the crisis of education as determined by values. Clarification, as well as revitalization of pedagogical values is presented as an urgent need, but also a permanent imperative to preserve the integrity of educational science and practice, which are increasingly shaken by the liberal ideology of relativization, trivialization and marginalization of educational activities.education.
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