Intellectual Stewardship: Re-adapting Human Minds for Creative Knowledge Work in the Age of AI

• URL: http://arxiv.org/abs/2603.18117v1
• Date: Wed, 18 Mar 2026 15:15:30 GMT
• Title: Intellectual Stewardship: Re-adapting Human Minds for Creative Knowledge Work in the Age of AI
• Abstract summary: Students and teachers work as responsible governors of intellectual processes distributed across human and artificial systems.<n>Being knowledge-wise involves understanding the evolving state of knowledge and taking purposeful actions to advance it.<n>Being ethics-wise foregrounds ethical judgment, responsibility, and care in the use of knowledge and intellectual power.
• Score: 3.504593362399078
• License: http://creativecommons.org/licenses/by-nc-nd/4.0/
• 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.

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