Techno-aesthetic experience for a critical and generative relationship with AI.

The growing spread of Artificial Intelligence requires training in the ability to critically discern its risks and potential for human development. From this perspective, “non-cognitive” critical-creative skills, rooted in the sensory, emotional, and relational dimensions of the individual, take on particular significance. This paper presents the techno-aesthetic experience – outlining its educational qualities – as a privileged learning context for fostering a critical and generative relationship with AI. This perspective is explored in depth through the workshop on the “augmented inner face”, developed as part of the international Action-Research-Formation project Teachers4Skills, carried out with a mixed group of 34 pre-service and in-service primary school teachers. The experience highlights the potential of techno-aesthetic practices in fostering the critical-creative skills needed to move the relationship with AI towards enhancing the quality of human and non-human existence.