Human Dignity in Thomas Auinas Epstemology and Artificial Intelligence

Authors

  • Njoku Ugochukwu Roland Imo State University PMB 2000, Owerri Nigeria

DOI:

https://doi.org/10.5281/zenodo.18109947

Keywords:

Thomas Aquinas, Artificial Intelligence, Human Agency , Self-Determination

Abstract

The rapid development and integration of artificial intelligence (AI) in various aspects of life raises essential questions about its impact on human dignity. As AI systems increasingly influence decision-making processes, interact with humans, and collect vast amounts of personal data, concerns arise about the erosion of human dignity. This paper examines the intersection of human dignity and AI, considering the potential benefits and challenges that AI poses to human autonomy, privacy, and self-worth using Thomas Aquinas views on human dignity as the framework. On one hand, AI has the potential to enhance human dignity by improving access to healthcare, education, and other essential services, enhancing mobility and communication for individuals with disabilities and increasing efficiency and productivity, allowing humans to focus on creative and high-value tasks. On the other hand, AI also poses significant challenges to human dignity, including erosion of autonomy: AI-driven decision-making processes may undermine human agency and self-determination, AI-powered data collection and analysis may compromise human privacy and confidentiality and AI-driven automation and job displacement may lead to feelings of inadequacy and low self-esteem. To address these challenges, this paper argues that a human-centered approach to AI development and deployment is crucial to upholding human dignity. This approach prioritizes human values, such as autonomy, privacy, and self-worth, and ensures that AI systems are designed and deployed in ways that respect and promote these values.

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Published

2025-12-31

How to Cite

Roland, N. U. (2025). Human Dignity in Thomas Auinas Epstemology and Artificial Intelligence. International Journal of Educational Innovations and Research, 1(4), 64–72. https://doi.org/10.5281/zenodo.18109947
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