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“Ego cogito, ergo sum, sive existo”.

"I think, therefore I am, or rather, I exist".

With these words, René Descartes(1) drew a boundary between being and illusion. To think was to prove one’s existence. The self, in this logic, was not the body, nor the voice, nor the action, but the thinker behind them. It was this inner witness, this private certainty, that constituted the essence of being human.

For centuries, we’ve asked humans to become machines. Now, we’re asking machines to become human.
This is the paradox of artificial intelligence: after pushing people toward extreme specialization, today we’re designing algorithms that can do everything.
After locking individuals into increasingly rigid roles, we aspire to create machines that are flexible, curious, and versatile. In other words, intelligent.

In the ever-evolving landscape of technology, Artificial Intelligence (AI) emerges as a transformative force, reshaping how we approach education and childhood development. This comprehensive exploration delves into the dynamic relationship between AI and children's growth, uncovering the multifaceted opportunities and challenges that lie at the intersection of innovation and young minds.

True randomness, also known as physical randomness, is a fascinating concept that physicists are still exploring. It refers to events that are inherently unpredictable and have no underlying cause. Here are some aspects to consider:

A new creation: but who is the creator? Artificial intelligence (AI) is not just a revolutionary technology; it is a reflection of our choices, values, and vision for the future. The idea of creating intelligent machines is not new; it is a dream that humanity has nurtured for millennia, waiting for scientific progress to turn it into reality. However, many of us, immersed in modern individualism and lacking historical awareness, overlook how the drive to innovate has always been a constant in human existence, from the earliest tools to today’s technologies.