Essays on education, artificial intelligence and human judgment.
These texts are presented in chronological order — not as a feed, but as the visible development of a single argument. They can also be read as a structured field of thought in the Essays section → Read the Essays
The project is structured around five areas of inquiry:
Foundations
Formation
Education
Technology
Tradition
Working Notes are shorter reflections and provisional texts. They are connected to the central argument, but remain exploratory rather than fully developed essays.
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Artificial Intelligence Is Not the Problem. Education Is.
Artificial intelligence did not create the possibility of producing correct answers without understanding. It made that possibility impossible to ignore.
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From Turing to Delegated Thinking. How recognition reshaped thinking — and why it matters for education
Delegated thinking begins when systems do not merely assist reasoning, but propose the form of the problem before the mind has determined what it is trying to understand.
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Truth, Opacity, and the Conditions of Thinking
Two literary scenes describe a subtle but decisive difference: being confronted by what we do not understand, or being carried forward without encountering it. This distinction may define the conditions under which thinking begins.
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Mimetic Desire, Power and the Risk of Delegated Thinking in the Age of AI
The bigger risk of artificial intelligence is not that we stop thinking, but that we cease to initiate thought and begin to inherit its direction.
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What Habermas Can Still Teach Us in the Age of Artificial Intelligence
Habermas distinguished between rationality oriented toward efficiency and rationality oriented toward understanding; artificial intelligence expands the first with extraordinary force, making the second more fragile and more necessary.
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AI and the Disappearance of Intellectual Silence
Thought requires an interval of not-yet-knowing; artificial intelligence, by filling that interval before it can do its work, threatens to eliminate the very silence from which genuine ideas emerge.
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Thinking with Others. On Intellectual Debts in an Age of Intelligent Machines
Aristotle, Wittgenstein, Dewey, Habermas and others did not write about artificial intelligence — yet the questions they posed about knowledge, habit, language and deliberation are exactly the ones its arrival forces us to confront.
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Thinking When Machines Think
Artificial intelligence does not merely change what education must teach — it changes the conditions under which the intellectual processes that constitute understanding can take place at all.
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When the Answer Is Correct but the Mind Is Not Formed
Obtaining a correct result and being intellectually formed by the process of reaching it are not equivalent — and artificial intelligence makes that distinction, which education has always depended on, impossible to ignore.
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AI, Plagiarism, and Intellectual Authorship in the IB Diploma Programme
Artificial intelligence does not abolish authorship — it forces education to define, with greater precision than before, what genuine intellectual ownership has always required.