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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When Reality Taught Us How to Think
Many of the deepest learning experiences education depends upon were never educational inventions. They emerged because reality itself taught us how to think. What happens when AI begins to mediate those encounters?
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Why Students Still Need One Another in the Age of Artificial Intelligence
Artificial intelligence may become an extraordinary intellectual companion. It can explain, guide, correct and adapt to the learner with remarkable effectiveness. But education has never depended only on access to knowledge. It has also depended on encounters with other people whose perspectives were not organised around our own. Those encounters reveal assumptions we could not…
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Why Judgement Requires Independent Reality
Artificial intelligence can challenge us. It can question our assumptions, present opposing views, and even simulate a Socratic conversation. But there is a deeper educational question: Is a challenge generated by a system designed around the learner equivalent to an encounter with something that is genuinely independent of the learner? For centuries, education has relied…
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The Formation of Judgement in the Age of AI
Formative friction occurs when the framework itself is no longer sufficient, when the situation resists interpretation according to the categories available to the individual. In such moments, the task is not to solve a problem, but to reconsider what the problem is. A system calibrated to the user cannot at the same time be genuinely…
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Edgar Morin and the Educational Question of the AI Age
The ability to generate connections is not the same thing as the ability to judge their significance. A system may propose relationships between ideas. It may produce interpretations. It may generate frameworks through which a situation can be understood. Yet none of these answers a more fundamental question: which of those interpretations matters? Which framework…
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Pope Leo XIV, Plato, and the Conditions of Human Formation
Immediacy weakens this process by removing the interval during which thought begins. That interval is not merely time. It is the period during which the absence of an available answer generates the pressure that makes interpretation necessary. The question forms because the situation remains unresolved long enough for uncertainty to become intellectually productive. When answers…
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Who Sets the Questions? Artificial Intelligence and the Delegation of Thinking
Choosing between three AI-generated framings of a problem is not the same intellectual act as determining whether those framings are adequate in the first place.
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Re-reading Émile in the Age of AI: Where Thinking Begins
The decisive difference lies not in what is learned, but in whether thinking begins from one’s own encounter with resistance or within a pre-structured path.
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Wonder, Aporia, and the Conditions of Thinking in the Age of AI
Thinking begins when understanding fails. AI often enters before that difficulty has had time to work.
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Prediction, Decision-Taking, Deliberation, and Judgement. What Education Must Preserve in the Age of Intelligent Machines
Artificial intelligence can predict, optimise, rank, and assist in many decisions. But prediction is not deliberation, and decision is not judgement. To judge is to assume responsibility where no rule fully settles what ought to be done — and that commitment, to decide in someone’s name and answer for the consequences, is precisely what no…