Hey ChatGPT, Ontologically Redefine Pedagogy and Education!

Abstract

GenAI integration in education marks an epistemological discontinuity that ontologically redefines learning. The study explores "symbiotic pedagogy": a paradigm where human and AI coevolve in integrated cognitive assemblages, dissolving traditional teacher-student epistemic hierarchies. "Centauric competencies" emerge - hybrid abilities fusing human and artificial capabilities into new forms of distributed cognition. Analysis of 2024-2025 literature identifies four pedagogical design principles: algorithmic transparency, adaptive scaffolding, symbiotic reflection, and ecological assessment. Challenges - academic integrity, authenticity, equity - are not obstacles but generative tensions characterizing this t ransition. Research documents six interpretative paradigms converging in recognizing GenAI not as a tool but as an epistemological event. We are witnessing the birth of cognitive systems where human/ar tificial distinction becomes irrelevant, requiring radical rethinking of what it means to know, learn, and teach in the age of artificial minds.