The Use of Artificial Intelligence in Philosophy Education

Abstract

Philosophy education at the higher education level requires a delicate balance between concretising abstract concepts on the one hand, and developing critical thinking skills and preserving theoretical depth on the other. This paper analysed the pedagogical and academic competencies of two leading models, Gemini 3 Pro and Claude Opus 3, through the design of an undergraduate "Ethics" course. Within the scope of the study, six different prompts were given to the models, ranging from a student-centred approach to academic depth, and from a structured syllabus format to constrained resource management. The data obtained were examined through a deductive thematic analysis method. The findings indicated that Gemini 3 Pro displayed a provocative and dialectical stance, whereas Claude Opus 3 exhibited a structuring and more inclusive pedagogical posture. The research showed that Large Language Models were not merely content producers but also collaborators representing, in the sense defined in the literature, distinct pedagogical orientations.