arXiv:2603.18117v1 Announce Type: cross
Abstract: Background: Amid the opportunities and risks introduced by generative AI, learning research needs to envision how human minds and responsibilities should re-adapt as AI continues to augment or automate various tasks.
Approach: Drawing on theories of learning, intelligence, and knowledge creation, this conceptual paper proposes intellectual stewardship as a human-centered, conceptually grounded framework for advancing creative learning practices with AI.
Key points: Students and teachers work as responsible governors of intellectual processes distributed across human and artificial systems, guided by five core principles. Being knowledge-wise involves understanding the evolving state of knowledge and taking purposeful actions to advance it. Being intelligence-wise emphasizes making informed choices about how to orchestrate distributed cognitive processes and resources. Being context-wise requires sensitivity to recognize opportunities and risks. Being ethics-wise foregrounds ethical judgment, responsibility, and care in the use of knowledge and intellectual power. Finally, self- and community-growing defines the overarching purpose, aligning intellectual work with personal development and the advancement of collective well-being.
Contribution: The principles provide a lens for viewing the adaptation of human minds in AI-infused learning environments, calling for the development of meta-level dispositions and capabilities that characterize wisdom-oriented, socially responsible knowledge builders in the AI age.
Dissociable contributions of cortical thickness and surface area to cognitive ageing: evidence from multiple longitudinal cohorts.
Cortical volume, a widely-used marker of brain ageing, is the product of two genetically and developmentally dissociable morphometric features: thickness and area. However, it remains