Izaak Dekker, Felienne Hermans
Abstract In his article “Why AI Won’t Democratize Education”, Wieczorek (2025) challenges the techno-optimistic narrative surrounding intelligent tutoring systems. He argues that these systems, despite their promise of personalized feedback and educational efficiency, will not democratize education from a pragmatist perspective. His central critique focuses on a fundamental limitation: intelligent tutoring systems do not cultivate the capacity for human communication and collaboration. Skills essential to democratic participation and citizenship. This commentary extends Wieczorek’s argument by adding that unconstrained large-language models (chatbots) undermine education in general, not merely democratic education. Drawing on the concept of “resistance” articulated by Philippe Meirieu, combined with arguments from cognitive psychology, we argue why the user-friendliness of unconstrained chatbots is pedagogically problematic. We explore whether chatbots and pedagogy can be commensurable by discussing constrained AI applications that reintroduce productive friction while enhancing rather than replacing human judgment and teaching. Ultimately, we argue, there might be a place for constrained AI in education, but the current evidence does not warrant it.