Syntelligentism: Education, cognition, and the humansynthetic regime

Abstract

This paper proposes Sinteligentismo (Syntelligentism) as a theoretical framework for understanding education in a situation that preceding educational traditions were not in a position to fully think through: the regime in which educational intelligence is distributed between human subjects and artificial intelligence systems that perform active cognitive functions. The elaboration assumes from the outset that generative AI systems operate as probabilistic models without genuine semantic understanding, but maintains that, in their structured interaction with human subjects, they produce cognitive effects that reorganize formative processes. On this basis, Sinteligentismo is constructed through two articulated operations, one conceptual and one interpretive, and is developed through an analytical apparatus of five dimensions (subjects, knowledge, processes, institutions, and purposes), four operative principles, and three contexts of manifestation. The work situates Sinteligentismo in the field of educational theories as a framework that integrates and delimits the scope of previous traditions, with particular attention to connectivism, from which it diverges in the cognitive status it attributes to non-human systems. The proposal concludes with an examination of the transformation of teaching practice in the synthetic intelligence regime, understood as a practice of reflective governance of shared intelligence.