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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Is Europe’s “Decline” Inevitable?
The fall of Rome was not primarily a military defeat — it was a structural failure of the middle class, elite responsibility and institutional coherence; Europe’s current anxieties deserve to be read against that specific history.
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Without Books, No Judgement: Literacy in the Age of Artificial Intelligence
Ferguson’s argument is not nostalgic: if deep reading weakens, the loss is not cultural but structural — a degradation in the formation of analysis, sustained attention and the kind of judgement that literacy alone makes possible.
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Artificial Intelligence and the Transformation of Thought
López-Collazo’s reading of an MIT study raises a Platonic question: writing changed what we remember, but artificial intelligence may be changing how we think — not by deciding for us, but by accustoming us to delegating the processes that constitute thought.
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El mono, el búho y el papagayo
La inteligencia aparente no equivale a comprensión, y repetir con brillantez — como el papagayo — nunca ha sido lo mismo que juzgar con criterio — como el búho.
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Günther Anders and the Promethean Gap in the Age of Artificial Intelligence
Anders called it the Promethean disparity — the gap between what we can now build and what we can imagine its consequences to be; education is where that disparity either widens unchecked or begins to close.
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Education in the Intention Economy
When platforms begin to predict and shape human intentions before they become conscious desires, digital literacy is no longer sufficient — education must defend the inner space from which free judgement and genuine autonomy emerge.
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El taller renacentista y los límites de la inteligencia artificial
Por qué la ejecución puede delegarse, pero el juicio no. Durante el Renacimiento, la creación artística rara vez respondía al mito moderno del genio solitario. Los grandes pintores trabajaban en talleres. Concebían la composición, realizaban los primeros bocetos, fijaban las proporciones y aseguraban la coherencia de la obra. Los aprendices del taller realizaban gran parte…
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The Renaissance Workshop and the Limits of Artificial Intelligence
The Renaissance workshop did not invent the separation between execution and judgement — it simply made visible what intellectual authorship has always required and what artificial intelligence now forces us to name.
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The Bic Cristal and the Quiet Transformation of Education
When France lifted the ban on ballpoint pens in 1965, a seemingly trivial change quietly altered the relationship between the hand, the error and the willingness to revise — a reminder that the most consequential educational transformations arrive without announcement.
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The Cloister and the Spaceship: Neil Ferguson on the Future of the University
Ferguson’s provocative proposal — that universities need both a technology-free cloister and an AI-intensive spaceship — is less a structural blueprint than a recognition that formation and acceleration cannot share the same undifferentiated space.