A photo showing a young man working late at night on a laptop, surrounded by printed documents, illuminated only by the screen’s blue light. AI image by Fakewhale.
In recent years we have been witnessing a profound transformation in the relationship between knowledge, the subject, and the notion of limit. Artificial intelligence has entered the field of learning as a dominant presence and as an already complete cognitive environment, one in which knowledge is no longer constructed but, rather, interrogated. Within this silent yet substantial shift, the act of learning loses its transformative nature and takes the form of an extractive operation. Education, historically grounded in lack, error, and duration, is progressively emptied of its friction. What once required time, exposure, and failure now appears immediately available, synthesizable, and solvable. Knowledge no longer inhabits the individual; it surrounds them.
This condition generates an unprecedented perceptual effect. The sensation of having no gaps, of never encountering opaque zones, of being able to answer any question produces an illusion of functional omniscience.
A photo showing a laptop screen open to ChatGPT. AI image by Fakewhale.
This is not a true expansion of the intellect, but a continuous act of delegation that dissolves the boundary between what is understood and what is merely accessible. It is within this confusion that a new posture emerges: feeling like “gods” not through power, but through access.
The article that follows seeks to examine the consequences of this transformation on the educational process, on awareness of one’s internal capacities, and on the ability to inhabit the limit. Because it is precisely within the limit, rather than in its erasure, that thought has always found its form. (…)
A photo depicting a modern university lecture hall where students work on laptops while data dashboards are displayed on a large screen. AI image by Fakewhale.
Contemporary education begins with immediate access to knowledge. Knowledge appears already organized, available, ready for use. The formative act is structured as the interrogation of an external archive, while learning takes the shape of an operational procedure. To know means to identify the correct question, activate the appropriate command, obtain an effective response.
This shift profoundly alters the very meaning of instruction. Education no longer coincides with a process of internalization and becomes instead a practice of navigation. The subject develops skills of access, selection, and synthesis. Direct experience of knowledge gives way to a mediated, functional relationship oriented toward outcomes.
Within this configuration, knowledge progressively loses its transformative character. It no longer shapes thought over time, nor does it construct stable internal structures. It operates as an external resource, activated on demand. Education aligns itself with an extractive paradigm: what matters is the speed with which a response emerges, its immediate utility, its adaptability to context. (…)
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