No. 42 - Growing intelligence

What is the proprium of human intelligence?

In the humanities, the query has always questioned philosophy, psychology and pedagogy, and recursively outlines have emerged based on subjective determinations and environmental influences relating to consciousness, awareness, individual freedom and social responsibility. The transformative interference of AIs poses - at least in part - different issues today. The development of scientific fields of study that have redefined the boundaries and strategies of thought, as well as the relationship between content and elaborative functions, are also calling for a thorough rethinking of the anthropological graft between human and artificial intelligence. It would seem, in fact, that it is no longer a matter of establishing dominant boundaries between human and technological, but of suitably arguing the forms of their intertwining. This does not only presuppose the need to know better and to learn how to use artificial intelligence, but also radically redescribes anthropos, the interactions between human beings, the processes of subjectivation, the status of human understandings and knowledge, thereby also reforming the participatory and emancipatory possibilities of individuals.

Considering such a heuristic perspective, this issue of Paideutika intends to explore the impact that AI, and particularly the generative one, has or may have on personality formation, on the capacity for critical oversight, on the margins of individual and social self-determination, and on the transformation of knowledge and cognition, thus encouraging pedagogical reflection on the whys even before the hows. In fact, understanding the cultural and economic-social relations that regulate, for example, the areas of the public and the private, of the purposes and strategies of action, as well as analysing the irreducibility of the human in the exercise of the intentionality of consciousness, are the prerequisites for investigating how these technologies can assist, support, alter conceptions of the human and educational practices.

In conclusion, what intelligence will we, as educators and as intellectuals, be called upon to cultivate?

The contributions may concern, approximately, the following pathways:

- intelligence and power: educational and formative implications;

- intelligence and creativity;

- pedagogical theories relating to AI technologies;

- information and knowledge at the time of AI;

- links between aesthetic education and technology education in the maturation of personality;

- critical thinking and intellectual conditioning;

-Instrumental functions and ontological structures of AI technologies;

- conceptions of knowledge and thinking and their transformations;

- experiences and research projects concerning the relationships between knowledge, AI and subjectivation;

- exemplary figures for rethinking interpretative paradigms of thinking, intelligere and knowing;

- reconnaissance of national and international pedagogical studies on AI, with particular attention to chatbots;

- transformation of human-machine interactions and their educational-educational implications;

- intellectual property and autonomous generation: issues concerning the production and acquisition of knowledge, scientific and non-scientific.

Keywords: human intelligence; artificial intelligence; power and knowledge; education and technologies.

Publication: beginning of December 2025
Submissions deadline: June 10th 2025
Journal approval: within July 10th 2025
First peer review’s outcome: within September 20th 2025