Human Intelligence, Creativity, and Wisdom in the Age of Generative Artificial Intelligence

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dc.catalogadorgjm
dc.contributor.authorPreiss, David
dc.contributor.authorSternberg, Robert J.
dc.date.accessioned2026-01-07T15:25:50Z
dc.date.available2026-01-07T15:25:50Z
dc.date.issued2025
dc.description.abstractThe rapid rise of generative artificial intelligence (AI) is transforming the landscape of human cognition, education, and society. This position paper explores the implications of generative AI for human intelligence, creativity, and wisdom, with a particular focus on educational contexts. Drawing on cultural, psychological, and educational theories—especially the framework of adaptive intelligence and the Teaching for Active Concerned Citizenship and Ethical Leadership (ACCEL) model—we argue that AI challenges foundational human cognitive abilities by automating tasks traditionally central to learning and intellectual, creative and ethical development. We examine how AI reshapes the cultural attributes of human intelligence and creativity—context dependence, dynamism, and modifiability—highlighting both the potential for cognitive amplification and the risks of cognitive deskilling. The paper also addresses the erosion of critical thinking and the ethical dilemmas posed by AI’s integration into education. While acknowledging the benefits of AI, such as personalized learning and enhanced productivity, we caution against overreliance and the uncritical adoption of AI-generated outputs. We advocate for an educational response that prioritizes the cultivation of analytical, creative, and ethical reasoning—skills that remain uniquely human and essential for democratic citizenship. The paper concludes by examining the motivational forces driving AI development and adoption, and by calling for a renewed commitment to preserving human autonomy, intellectual integrity, and wisdom in an increasingly machine-mediated world. Ultimately, the future of human intelligence and creativity in the age of AI will depend not only on technological advances but on the values and educational practices we choose to uphold.
dc.fechaingreso.objetodigital2026-01-07
dc.format.extent24 páginas
dc.fuente.origenORCID
dc.identifier.doi10.2478/ctra-2025-0012
dc.identifier.urihttps://doi.org/10.2478/ctra-2025-0012
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107565
dc.information.autorucEscuela de Ingeniería; Preiss, David; 0000-0002-4646-5060; 673
dc.issue.numero2
dc.language.isoen
dc.nota.accesocontenido completo
dc.pagina.final96
dc.pagina.inicio73
dc.revistaCreativity. Theories – Research - Applications
dc.rightsacceso abierto
dc.rights.licenseCC BY-NC-ND 4.0 Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectHuman intelligence
dc.subjectCreativity
dc.subjectWisdom
dc.subjectCritical thinking
dc.subjectEthical reasoning
dc.subjectArtificial intelligence
dc.subject.ddc600
dc.subject.ods04 Quality education
dc.subject.ods16 Peace, justice and strong institutions
dc.subject.odspa04 Educación de calidad
dc.subject.odspa16 Paz, justicia e instituciones sólidas
dc.titleHuman Intelligence, Creativity, and Wisdom in the Age of Generative Artificial Intelligence
dc.typeartículo
dc.volumen12
sipa.codpersvinculados673
sipa.trazabilidadORCID;2026-01-05
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