The advent of Artificial Intelligence (AI) has revolutionised learning, knowledge acquisition, and even cognitive processes. As education becomes increasingly fragmented, the very nature of how we acquire skills and knowledge is shifting rapidly. This transformation raises an intriguing question: Could AI-driven learning bring the long-disputed Lamarckian theory to life?
The traditional model of structured learning-where knowledge is acquired in a linear and sequential manner-has largely diminished. Unlike earlier generations that learned through methodical study, today’s learners rely heavily on technological tools that deliver information in fragmented, bite-sized pieces. Social media platforms, microlearning modules, and digital content consumption patterns have conditioned students to absorb knowledge in a fast-paced, non-linear manner. This fragmented learning model has reduced the emphasis on precision and mastery. Instead of spending hours deeply studying a subject, students often resort to extracting key points and memorizing surface-level information. While this approach saves time, it diminishes depth of understanding and critical thinking-vital aspects of structured learning.
In the early 21st century, academics expressed grave concerns about the impact of the internet, particularly Google, on student learning. The culture of referencing books in libraries gradually faded as students gravitated toward instant Google searches. While Google became a powerful knowledge resource, it also promoted a superficial engagement with information, providing quick answers without requiring deeper cognitive effort.
Today, AI has exacerbated this shift in learning dynamics. AI-driven tools offer instant writing support, reducing the need for students to develop language skills or enhance cognitive abilities. Moreover, handwriting-once considered essential for cognitive development-has become increasingly obsolete. Research has shown that handwriting improves memory retention, conceptual clarity, and motor skills. However, modern learners rely heavily on keyboards, voice recognition tools, and screen-based communication, sidelining this valuable skill. AI-driven transcription tools have further distanced students from traditional note-taking methods, diminishing the cognitive benefits associated with writing by hand.
Lamarck’s theory of evolution proposed that acquired traits could be passed on to subsequent generations. Although largely discredited in favor of Darwin’s natural selection, modern developments in epigenetics have revived discussions about the potential inheritance of acquired characteristics. Interestingly, AI’s influence on cognitive development bears similarities to Lamarck’s hypothesis.
The rapid integration of AI in education suggests that students are actively “acquiring” new cognitive patterns-ones that prioritise fragmented learning, surface-level understanding, and reduced memory reliance. While these changes are not genetic, they are rapidly shaping the intellectual habits of entire generations. Children now grow up in an environment where cognitive shortcuts are normalised, potentially passing down a diminished emphasis on analytical thinking and deep learning. In this sense, AI’s environmental influence is mimicking Lamarckian evolution in an intellectual context. Skills once deemed critical for human development-such as deep reading, critical reasoning, and handwriting-are fading from mainstream education. Future generations may inherit not only digital dependency but also a reduced capacity for sustained intellectual engagement.
While AI undoubtedly enhances learning through instant access to information and automated support tools, its potential to reshape cognitive skills cannot be ignored. By promoting fragmented learning and diminishing the value of structured education, AI appears to be creating an intellectual environment reminiscent of Lamarck’s theory-where acquired traits, such as shortcut thinking and reduced cognitive rigor, risk becoming entrenched in future generations.
To mitigate the risk of AI-induced cognitive decline, educational systems must balance AI integration with structured learning approaches. Encouraging students to engage in sustained reading and critical writing exercises can help counterbalance the fragmented learning model.
(The writer is the Dean of Academic Affairs, Garden City University, Bangalore. Views expressed are personal)
