Kairos and the machine: ethics, body, and educational endeavor

In an educational ecosystem undergoing profound transformation and increasingly influenced by the presence of artificial intelligences, it becomes essential to reaffirm the embodied, affective, and situated dimensions of educational experience, in continuity with the principles of Embodied Cognition (Varela, Thompson & Rosch, 1991; Gallese & Lakoff, 2005). Through a comparison between disembodied artificial intelligences and those endowed with physical and sensorimotor presence, this contribution explores the transformations brought about by artificial presence within educational spaces and times. It highlights how learning time is qualitative, unrepeatable, and difficult to represent through chronological metrics, being more accurately described within a kairological framework (Pfeifer & Bongard, 2007). From this perspective, the educator assumes the role of a designer of possible worlds (Laurillard, 2013), called to create environments capable of embracing the complexity of learners without falling into standardization. When guided by a shared ethical vision among educators, institutions, and technology designers, artificial intelligence can contribute to a transformation of pedagogy, fostering greater sensitivity to the complexity of human expe-rience. This paper seeks to outline possible coordinates for a technology-mediated pedagogy oriented toward uncertainty and attentive to the bodily conditions that make learning a situ-ated experience.