- Research Article
- 10.1080/00131857.2026.2654678
Towards a philosophy of ensemble cognition: Reconceptualising agency and mind in AI-mediated educational environments
- Apr 01, 2026
- Educational Philosophy and Theory
- Hunkoog Jho + 2 more +2
Contemporary educational environments increasingly feature artificial intelligence (AI) systems that challenge fundamental philosophical assumptions about cognition, agency, and learning. This article introduces Ensemble Cognition (EC) as a philosophical framework that reconceptualises thinking as emerging from dynamic interactions between human and artificial agents rather than residing solely within individual minds. Through conceptual analysis, this study demonstrates how traditional cognitive theories—including 4E cognition (embodied, embedded, enacted, extended), distributed cognition, and actor-network theory—raise specific conceptual questions when applied to AI-mediated educational contexts where artificial systems exercise functional agency without consciousness. EC articulates five key features: distributed agency, dynamic centrality, cognitive orchestration, multi-representational integration, and context-sensitive switching. These features enable understanding of learning environments where cognitive leadership shifts dynamically between human and AI agents depending on task demands. In such environments, AI systems assume pedagogical roles, and metacognitive awareness encompasses collaborative rather than purely individual processes. The framework addresses philosophical concerns about anthropomorphisation by distinguishing functional agency from moral responsibility, while acknowledging concerns about transparency, cultural embeddedness, and human cognitive development. Rather than prescribing technological solutions, EC offers educational philosophy conceptual resources for critically engaging with AI-mediated learning environments while preserving commitment to human flourishing and educational justice.
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