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<p>Higher education often casts Generative AI (GenAI) as a technological disruption; yet its deeper significance is epistemological, revealing a gap between what universities seek to cultivate and what their pedagogies produce. This gap is rooted in assumptions about knowing and learning, enacted by instructionism and entrenched by neoliberal logics. In response, this paper advances functional epistemology as a corrective, shifting “learning” from recall to what learners can do in context. It maps human–machine cognition across symbolic, conceptual, and contextual modes; distinguishes outsourcing from offloading when “thinking with AI”; expands Critical AI Literacy (CAIL) as an epistemological guardrail; and proposes Recursive Design for integrating GenAI into intentional practice.</p>

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How generative AI fixes what higher education broke: reframing the “colonization” of knowing and learning

  • 期刊论文

  • 发表日期：

    2025年9月24日

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  • Theodore Kalaitzidis

摘要

Higher education often casts Generative AI (GenAI) as a technological disruption; yet its deeper significance is epistemological, revealing a gap between what universities seek to cultivate and what their pedagogies produce. This gap is rooted in assumptions about knowing and learning, enacted by instructionism and entrenched by neoliberal logics. In response, this paper advances functional epistemology as a corrective, shifting “learning” from recall to what learners can do in context. It maps human–machine cognition across symbolic, conceptual, and contextual modes; distinguishes outsourcing from offloading when “thinking with AI”; expands Critical AI Literacy (CAIL) as an epistemological guardrail; and proposes Recursive Design for integrating GenAI into intentional practice.