We need, by contrast, an educational culture in which it is good simpliciter, in and of itself, for humans to read, think, converse, wonder and ask, if for no other reason than the intrinsic value of such activities—or that such activities are, in and of themselves, sources of delight and joy, ingredient in human flourishing. When a human intelligence does these things, it cannot, by definition, be superseded or replaced by A.I., even if A.I. can simulate those things better and faster than humans can generate them.
... this is not an elitist account of intellectual virtue. As intended here, “excellence” does not mean how well one does the activity relative to other intellects; rather, the virtue lies in the doing of the activity, regardless of the relative sophistication. On this model, the genius and the simpleton can both be equally virtuous intellectually; the child reading a primer and the scholar reading a tome are equally excellent.

... As “Magnifica Humanitas” asserts: “We can embrace the technological progress that alleviates suffering and unlocks new possibilities, provided that we do not abandon the very essence of our humanity” (No. 126). But such goods are not the essential goal of intellectual virtue.

americamagazine.org/faith-and-…

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