Educational considerations on the epigenetic dimension of artificial intelligence

The need for greater awareness of the epigenetic dimension in which the interaction between human and artificial intelligence takes place today takes on significant value on an educational level. To survive, the species adapts to the environment according to its evolutionary advantage, walking on the legs of individuals and always building new tools. These tools in turn contribute to building the educational environment (Nurture) which modulates the phenotypic expression of the genome (Nature), including noetic ones, and therefore influencing the noetic dimension of the entire Species itself through the choices of individual individuals. The ability to calibrate the systemic feedback that derives from this interaction by monitoring its effects represents the frontier of pedagogical interest, allowing a real activity to reduce educational failure with effective effects on primary prevention (risk reduction). In fact, the emotions aroused in this interaction activate neurobiological mechanisms of gene expression or silencing such as methylation, acetylation and ubiquation, leading to a transversal continuity which, if not understood at the level of educational practices, then becomes of neuropsychiatric and criminological interest.