مجلة العلوم وافاق المعارف

Secularism, Inclusion, And Artificial Intelligence: Bridging Educational Gaps In Historical Fiction And Modern Pedagogy

Auteurs : Ehigie Dare Eriel .

Résumé

This paper examines the intersection of secular educational reform, cognitive and emotional diversity, and the emergence of artificial intelligence (AI) in inclusive pedagogy, utilizing Michel Peyramaure’s L’Orange de Noël as a narrative anchor. The novel’s portrayal of Malvina Delpeuch, a young girl misjudged and marginalized due to undiagnosed dyslexia, serves as a historical case study of how early 20th-century secular education in France failed to support learners with neurodevelopmental and mental health challenges. Drawing from interdisciplinary research in literary analysis, education history, AI-driven learning tools, and digital humanities, the paper argues that while secularism sought to equalize access to knowledge, its standardization of learning excluded those who did not conform to narrow academic norms. In contrast, 21st-century AI innovations in education offer new possibilities for personalized, responsive learning environments. AI systems that provide real-time reading support, diagnostic handwriting analysis, and speech-based learning adaptation demonstrate how technology can be used not only to support learners with dyslexia but also to detect and alleviate broader emotional and psychological barriers to learning. By juxtaposing past exclusions with current innovations, the paper highlights how inclusive AI has the potential to fulfill the promises of equity and adaptability that historical secular reforms could not. Ultimately, this study contributes to a growing body of interdisciplinary work that merges historical insight with technological application to foster inclusive, ethical, and health-conscious educational systems.

Mots clés

Secular Education, Artificial Intelligence, Dyslexia, Inclusive Pedagogy, Mental Health, Historical Fiction