Generative artificial intelligence in education: (what) are we thinking?

Debates linking generative artificial intelligence (Gen-AI) to knowledge work have become increasingly popular, with discussions of technological innovation and information production efficiency central to the justification of its integration in education contexts. Questions are however raised about the intellectual capacities that these technologies appear to replace or provide, with a special emphasis placed on the activity of thinking, an element so essential to a contemplative life. Inspired by Arendt’s preoccupation with society’s state of ‘thoughtlessness’ and Freire’s critical pedagogy, this article explores how the role of thinking is impacted by the introduction of Gen-AI in education. Via these theoretical engagements, we argue that the presence of Gen-AI in education can have serious consequences for the intellectual development of individuals and that working towards a culture of learning that responsibilises thinking, also as a form of intellectual honesty, is key to preserving individuals’ thinking agency.