Intellectual Stewardship: Re-adapting Human Minds for Creative Knowledge Work in the Age of AI
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arXiv
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| Format: | Preprint |
| Publié: |
2026
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| _version_ | 1866914514230837248 |
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| author | Zhang, Jianwei |
| author_facet | Zhang, Jianwei |
| contents | 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 augments or automates various tasks and enters daily learning, knowledge work, and social life.
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. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2603_18117 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Intellectual Stewardship: Re-adapting Human Minds for Creative Knowledge Work in the Age of AI Zhang, Jianwei Computers and Society Artificial Intelligence 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 augments or automates various tasks and enters daily learning, knowledge work, and social life. 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. |
| title | Intellectual Stewardship: Re-adapting Human Minds for Creative Knowledge Work in the Age of AI |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2603.18117 |