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CONVIVIAL OR MANIPULATIVE TOOLS? LLMS IN RUSSIAN HIGHER EDUCATION (THE CASE OF THE SCHOOL OF ADVANCED STUDIES)
This article examines the integration of large language model based chatbots into educational practices in Russian higher education through the lens of critical theory and curriculum ideologies. Drawing on Ivan Illich’s concept of convivial tools and Jürgen Habermas’s distinction between instrumental and communicative rationality, the authors conceptualize large language models as technologies capable of operating either within a manipulative logic, reinforcing hierarchies, technocratic rationality, and domination, or within a convivial logic, fostering autonomy, collective reasoning, and communicative action. The mode of implementation and functioning of these technologies largely depends on the underlying curriculum ideology, whether it is grounded in hierarchical principles of knowledge production and transmission (Scholar Academic ideology) or in pedagogical constructivism and individualself-actualization (Learner Centered ideology). The empirical component is based on the experience of the School of Advanced Studies attheUniversity of Tyumen. The analysis draws on thematic examination of 20 semi structured interviews with second to fourth year students who participated in experimental courses featuring AI personas designed to substitute for certain instructor functions. These courses involved a shift toward interactive learning formats and the introduction of a mediator role inspired by the notion of the ignorant schoolmaster. The findings indicate that compulsory and instrumentalist deployment of chatbots is perceived by students as manipulative. It elicits resistance, feelings of dehumanization, diminished motivation, and disappointment over the loss of direct human interaction. In contrast, voluntary and reflexive uses of large language models unlock their potential as convivial tools, enabling the co-production of knowledge and enhancing epistemic agency. In conclusion, the authors outline the conditions under which large language models can function as genuine tools of conviviality in university education: voluntary adoption, transparency in design and operation, rejection of total instrumentalization, and embedding within genuinely communicative practices that respect participants’ autonomy and foster negotiated, collective meaning-making.