Education Reimagined in the Age of AI: Why We Learn and the Meaning of Human Labor

Since ancient times, humanity's relentless pursuit of knowledge has been a defining attribute of our species. As AI capabilities rapidly accelerate, the relationship between human learning and machine intelligence has reached an inflection point. Our antiquated education systems now stand at a crossroads, where technology offers potential to redefine the fundamental nature of learning. This dissertation argues that the rise of AI necessitates a reimagining of education, shifting away from rote knowledge acquisition to instead creativity, emotional intelligence, and lifelong curiosity—the qualities that make us intrinsically human. Human labor faces its own AI-induced metamorphosis. As algorithms automate tasks and enhance productivity, we must reexamine the deeper meaning and value of work in a society increasingly permeated by intelligent machines. What becomes of the dignity, satisfaction, and sense of purpose humans have long derived from their labors? This dissertation will investigate the social, economic, and philosophical implications of an AI-transformed labor market through an interdisciplinary lens spanning fields from anthropology and cognitive science to economics. This study contends that rather than training workers for specific skills, the schools of the future should prioritize nurturing self-directed learning and engaged citizens who can thrive in a workplace shared with AI. If education is reoriented toward cultivating humanity's unique aptitudes, we can build a future where both human and machine intelligence reach their full potential in collaboration. This outlook provides a compass to guide education leaders in adapting to an automated, AI-driven world where the meanings of learning and labor continue to evolve.