Abstract

This article draws a comparison between Sam Altman, the prominent advocate of artificial intelligence (AI) through OpenAI, and Theuth, the legendary inventor of writing in Plato’s ‘Phaedrus’. Just as Theuth presented writing as an infallible remedy for forgetfulness, a means to enhance memory and wisdom, and a way to improve the Egyptians’ education, Altman extols AI as a revolutionary educational tool capable of personalising learning, equalising opportunities for rich and poor pupils alike, and accelerating scientific and human progress exponentially. For example, Altman asserts that AI will offer personalised tuition to everyone, combining the strengths of human teachers with the efficiency of algorithms, thus transforming educational systems in the coming decades. However, we argue that, much like writing according to King Thamous, AI risks promoting the systematic delegation of intellectual work rather than deep, internalised learning. This can lead to a presumption of knowledge, increased cognitive dependence, a decline in critical thinking skills and an erosion of intrinsic motivation. Through a review of ancient philosophical literature and contemporary scientific studies, as well as empirical examples drawn from recent research on the observed decline in the intellectual abilities of secondary school and university students, we advocate for the critical, measured and ethical adoption of cognitive technologies. Indeed, research shows that excessive use of tools like ChatGPT reduces neural engagement by 20-30%, promotes intellectual laziness, impairs long-term memory retention and increases the risk of algorithmic bias, thereby perpetuating Thamus’s analytical error of confusing rapid access to information with authentic knowledge acquisition. This article proposes a theoretical and practical framework for the ethical integration of AI, promoting active pedagogical approaches that preserve cognitive autonomy and encourage critical thinking. It also incorporates AI-literacy training to counteract any harmful effects. Ultimately, the article invites broader reflection on the long-term societal implications of AI in education, with the aim of avoiding a collective impoverishment of wisdom while ensuring that the technology does not erode the foundations of human thought. We also emphasise the need for longitudinal studies to assess this technology’s reversible impacts, taking into account both Altman’s optimistic perspectives and Plato’s philosophical warnings.

Keywords: AI; Myth of Theuth; education; cognitive decline; cognitive offloading; personalised learning; technological dependence; critical thinking; educational innovation

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Citation

Robin Vivian. “AI and the Myth of Theuth: A Persistent Error in the Adoption of Cognitive Technologies". Clareus Scientific Science and Engineering 3.3 (2026): 01-12.

Copyright

© 2026 Robin Vivian. Licensee Clareus Scientific Publications. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.