Educazione incarnata e intelligenza artificiale: verso una pedagogia della collaborazione umano–IA

This article proposes the theoretical foundations of a pedagogy of human–AI collaboration, drawing on Anders’s concept of the «Promethean gap» to interrogate the formative risks of uncritical digitalisation. Integrating phenomenology, tacit knowledge theory, developmental neuroscience, and empirical research on craft education, it argues that the body is not an instrumental support for learning but its primary cognitive site. Three pedagogical principles are derived: materialisation as an indispensable condition, graduated automation relative to embodied competence, and reflexivity on authorship in AI-mediated creative processes.