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Generative AI may be the first technology to break that pattern, because it now operates at the top of the cognitive ladder, where education has always escaped to. The risk is not that AI replaces teachers but that it replaces the productive struggle through which understanding forms. Drawing on historical analysis, labor economics, and new large-scale data on how students and workers actually use AI, this essay surfaces a paradox: the same technology that augments today's skilled workforce may be quietly eroding the developmental process that produces tomorrow's. Current assessment tools cannot yet distinguish students who are building capacity from those who are losing it. 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