Abstract
The authors posit that the educational sciences in the new age of Artificial Intelligence (AI) can best be founded upon the epistemological paradigm of Weak Thought (as contrasted to Strong Thought), This conceptual framework also has advantages regarding the flexibility it can offer in terms of teaching and learning within pluralistic societies and institutions across many academic disciplines and field applications. From the point of view of the risks related to the lack of intellectual rigor and proper student training, many professors are aware, but AI also presents a wider risk of creating an entire knowledge universe of simulacra, which passes as true knowledge via its growing ability to accurately mimic expected scholarly semantic structures. Add to this the possibility of a false ideational/ideological neutrality being created by it of an unlimited permissiveness towards new ideological groundings, at least, as well as, especially, of a “decisional entropy”, which is currently faced not only by numerous individuals, but even entire cultures and societies, presumably in full systemic transformation. Finally, the transformations that education should integrate in the future evolution of AI into a more complex landscape, i.e., Artificial General Intelligence (AGI).