2026-09-20T09:57:35Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/132660 2026-03-24 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2027-12-01 The student, Michele Galla, accepted the attached license on 2025-11-25 at 15:32. The student, Michele Galla, submitted this Dissertation for approval on 2025-11-25 at 15:47. This Dissertation was approved for publication on 2025-11-26 at 10:06. DSpace SAF Submission Ingestion Package generated from Vireo submission #22953 on 2026-02-19 at 18:46:00 Beyond the imitation game: complementary intelligence partnerships in education Galla, Michele K. 2025-11-26 Magee, Liam Magee, Liam Cope, William Kalantzis, Mary Ortega-Martin, José Luis Anthropocentrism AI Noetic Intelligence eng This dissertation examines a paradox that challenges core assumptions about intelligence in education: the “Bloom’s Taxonomy Inversion,” where Large Language Models excel at “higher-order” synthesis while failing at “lower-order” factual recall. I trace this anomaly to AI’s anthropocentric foundations, from Turing’s imitation framing through the Dartmouth agenda, showing how human-centric benchmarks, while providing early focus and legitimacy, ultimately constrained architectural development and educational applications. As institutions rush to integrate AI without adequate frameworks, these theoretical gaps produce problematic practices: treating AI as either threats to replace human intelligence or as deficient tools requiring perfection of human-like performance. I argue that anthropocentrism has created a paradigm mismatch. Educational theory developed for individual human learners proves inadequate for human-AI collaboration, leaving educators without guidance for effective cognitive partnerships. I propose a paradigm shift to Complementary Intelligence, introducing Noetic Intelligence (NI) to describe machine-native cognitive capabilities distinct from human cognition. Rather than pursuing AI that imitates humans, the framework positions NI as a partner with asymmetric but complementary strengths. My research contributes in three ways. First, it offers theoretical advancement through the Complementary Intelligence framework, which grounds human-NI collaboration in architectural difference rather than deficiency. Second, it provides practical resources through the “Beyond the Imitation Game (BIG) Research Handbook,” a pedagogical guide featuring the Dual-Track Complementary Cognition Taxonomy and assessment tools for evaluating collaborative intelligence. Third, it employs a dual-perspective methodology, treating NI systems as research participants through structured interviews with eleven architecturally diverse systems and comparing human versus noetic coding of responses. This approach produces a framework refined through collaboration rather than human theorizing alone. The research generates concrete educational applications: pedagogies that strategically distribute cognitive labor according to architectural strengths, assessments evaluating collaborative quality and learning growth rather than individual outputs, and curricula developing “intelligence awareness” as a foundational 21st-century literacy. By repositioning the human-NI relationship from imitation to complementarity, this work provides educators with theoretically grounded and actionable frameworks for teaching in an era of multiple intelligences. 2025-12 Thesis https://hdl.handle.net/2142/132660 Copyright 2025 Michele Galla Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation