Cognition versus Artificial Intelligence

 

Centuries ago, human beings learned to create and utilize tools to harness and exploit the natural resources around them. This capacity enabled them to dominate their environment, primarily because no other species possessed the same level of critical thinking or cognitive development. It is this cognitive development that has empowered humanity to innovate, manipulate nature, and secure a better quality of life. The evolution of human cognition has been central to holistic human progress and has long been emphasized in educational theory by figures such as Piaget, Dewey, Bloom, and others. On the other hand, we have already a very meagre share of developing cognition and critical thinking in our education procedure because of overreliance on memorization and rot learning and equally faulty system of testing evaluating the capabilities developed by the learners.

 

Over time, educational practices have become increasingly sophisticated, particularly with the integration of technology. Multimedia, computing, and digital publishing have significantly enhanced the processes of teaching and learning, making them more engaging and accessible. Nevertheless, it is the skilled and reflective teacher who has historically played the most crucial role in fostering cognitive development, critical thinking, and intellectual growth among learners. In the 21st century, however, technology—particularly Artificial Intelligence (AI)—is assuming many traditional roles of the educator. AI now provides personalized and immediate access to vast amounts of information and tailored solutions, reducing the need for both teachers and students to consult numerous physical or digital sources. This shift raises a critical concern: with AI performing many cognitive functions, there is a risk that the human mind may become a passive recipient rather than an active processor of knowledge. Consequently, humanity must once again rise to the challenge of ensuring that technology serves as a facilitator rather than a replacement for human intellect.

 

AI is now used globally across nearly all educational levels, significantly decreasing classroom activities such as reading, writing, evaluating, and independent thinking. While many educators cautiously embrace AI to save time and energy, students increasingly rely on it to generate written content and complete academic tasks. This trend raises a pivotal question: at what point in this process does the student genuinely engage in learning? Or is it AI, rather than the student, that is doing the learning and problem-solving? Recent international surveys reveal that at least 60% of teachers are already incorporating AI into their classrooms—a figure that is even higher in countries like Pakistan. Student usage of AI tools reportedly ranges between 80% to 90%. In such a context, the fundamental purpose of education—nurturing the intellectual and personal development of learners—is at risk of being undermined. As Dewey and Bloom assert, cognition and learning can only be truly developed when learners engage directly with problems, think critically, and apply knowledge actively.

 

Some scholars argue that AI is merely another technological advancement that, like its predecessors, will ultimately enhance human capabilities without fundamentally altering our identity or societal structures. While this view is optimistic, it overlooks a crucial element: human progress has historically been driven by curiosity, struggle, and the persistent desire to overcome environmental challenges. From the invention of the wheel to the exploration of space, it is this innate drive that has fueled innovation. Without nurturing curiosity and training the human mind—particularly at early educational levels, it is uncertain how future generations will rise to the ever-evolving challenges of the modern world. If AI begins to handle all problem-solving and decision-making, the role of human effort may diminish to the point where society becomes complacent, reliant on technology for all solutions, akin to the mythological “Lotus Eaters.” This vision may seem appealing, but reality paints a far grimmer picture.

 

Humanity faces unprecedented global threats, including wars, environmental disasters, climate change, overpopulation, food insecurity, inflation, and resource depletion. Therefore, it is imperative that AI be used judiciously—as a tool to support human endeavors rather than to replace them. Delegating all responsibilities to AI would disproportionately benefit capitalists seeking profit maximization, while eroding essential human traits such as critical thinking, creativity, and emotional intelligence. This is especially concerning education, where the overreliance on AI could undermine curiosity, discovery, and meaningful learning. Educators must lead the way in developing pedagogical approaches that harness the benefits of AI while keeping the human mind and heart at the center of the educational process. It is equally essential that teachers and classrooms evolve to meet the demands of a technologically advanced society, ensuring that learners are not only equipped with digital literacy but also empowered to think, question, and innovate.