Steven Watson is an Associate Professor in the Faculty of Education, University of Cambridge. He is also co-founder of the University of Cambridge knowledge enterprise spinout, Cambridge Global Knowledge Nexus. His research uses transdisciplinary approaches, social systems theory, cybernetics; his current focus is on the philosophy and sociology of technology, and in particular the role of generative AI in organisations, education, and society. While his research is strongly theoretical, he integrates this with contextual empirical research and development. His previous professions include secondary school mathematics teacher and telecommunications engineer. He holds degrees in Engineering from the University of Cambridge, a masters in education from the Open University and a PhD Education from the University of Nottingham. He is currently working on four books, Emergent Discourses on Generative AI in Education and Society (Expected publication 2025), Generative AI and Meaning Mediation (forthcoming), Autopoietic Ecology (Forthcoming) and Educational Research: an autopoietic ecological systems approach (forthcoming).  

Abstract:

Generative AI and the Mediation of Meaning: Rethinking

Education in a World of Co-Intelligence

As generative artificial intelligence (AI) rapidly evolves from novel tool to ubiquitous presence, its implications for education extend far beyond automation and content generation. This keynote introduces a systemic and human-centered perspective that frames generative AI as a mediator of meaning—a communication technology that participates in the co-construction of understanding, identity, and knowledge. Drawing on insights from systems theory, philosophy of education, and cultural analysis, I explore how AI reshapes not only pedagogical practices but also the deeper structures of educational purpose, ethical relations, and communicative norms.

Rather than seeing AI as a threat or savior, this talk examines it as an emergent participant in educational discourse: one that co-creates meaning through dynamic interactions with teachers and learners. I will highlight how concepts such as generative AI literacy, relational privacy, and co-agency are critical for equipping students to engage meaningfully and ethically with AI systems. Through real-world case studies and critical reflection, I propose a vision for education that affirms human dignity and systemic equity, while embracing the creative, dialogic, and collaborative potential of AI. This talk invites educators, policymakers, and students to move beyond binary framings and toward a nuanced understanding of generative AI as a partner in navigating the great challenges of the 21st century.