Pope Leo XIV devotes a substantial portion of his first encyclical, Magnifica Humanitas, to the impact of the digital revolution on education and family life.
The pontiff acknowledges that “rapid technological transformations reveal just how unprepared we are on the educational level.” He warns that “the pervasiveness of digital media fosters a culture of immediacy and hyper-stimulation, which gives rise to fatigue, boredom, and apathy concerning the effort required for seeking the truth.”
In response, he emphasizes that education “is a long journey requiring patience and therefore needs time for development and for engagement with reality beyond appearances,” something he considers “fundamental,” because — as he recalls — every technology “shapes those who use it.”
The risk of extinguishing the desire to ask questions
In the encyclical, Leo XIV does not offer ready-made answers or an easy list of tips. Rather, he issues a broad call to rethink what it means to educate people in the use of artificial intelligence and its implications. Ultimately, as he himself states, it is a matter of educating people “to decide when and for what purpose it ought not to be used.”
“The speed and ease with which answers or summaries can be obtained risk extinguishing the desire to ask questions, which is a process that bears fruit only over time,” the pope writes. To illustrate this point, he turns to the Seventh Letter of the Greek philosopher Plato, from 353 B.C., a cornerstone of Western thought.
“We must learn, then, how to exercise restraint in the use of AI and to protect our young people from the promise of the perfect machine, from that subtle temptation which renders human thought seemingly superfluous precisely when it is most needed,” he suggests, recalling that, as Plato said, the deepest and most important realities are learned only with great time and effort.
‘Early and unsupervised exposure’
The pope also warns about the negative impact on sleep, attention, and emotional regulation caused by “early and unsupervised exposure to digital devices and social media.”
This is compounded, he continues, “by easy access to violent or degrading content that offends sensibility, to pornographic and hypersexualized material, to messages that trivialize the body and emotions, and to proposals that normalize risky behavior.”
“Having a personal mobile device at too early an age and using it without adult supervision can exacerbate young people’s vulnerabilities, foster addiction, and expose them to isolation, bullying, and cyberbullying, as well as to pressures to share intimate images or sensitive information,” he warns.
In this regard, the pontiff acknowledges that it is difficult for parents to resist on their own the “influence of business models that monetize attention and time.” Hence his call for “an alliance among policymakers, educational institutions, and families that is capable of concretely supporting adults in this task.”
“Farsighted public policies are needed,” he insists, “to oppose the immediate interests of platforms, concentrated in a few hands, when they conflict with the well-being of minors.”
Along these lines, without pointing to any specific government, he speaks positively of legislative initiatives promoted in countries such as Australia, France, and Spain, and urges the promotion of “setting age limits, holding service providers accountable rather than shifting the whole burden of control onto families, and for providing specific protections against all forms of online sexual exploitation and violence. Thus can children and adolescents, who are entrusted to our care, be genuinely protected as a precious treasure.”
Leo also identifies several pressing challenges within education in the face of the emergence of artificial intelligence.
“Many educational systems struggle to keep pace with change and to support the integral development of students,” he notes.
The development of information technologies and AI is causing curricula designed for another era to be obsolete, while school organization, spaces, assessment methods, and the very role of the teacher must be rethought “in order to promote an authentically integral education that addresses every dimension of the person.”
“It is necessary to support the ongoing formation of teachers throughout their professional lives, so that they can engage positively with new technologies, helping students to use them responsibly, critically, and creatively rather than passively succumbing to their influence,” he says.
The Holy Father also identifies a challenge of an intellectual and wisdom-based nature. “Without careful attention, an educational system lacking in a love for truth may emerge, in which an incessant flow of information replaces the essential exercise of research, reflection, and discernment,” he laments.
A healthy attitude of attention
In this context, he warns of the proliferation of a fragmented knowledge, while “it becomes difficult to grasp reality as a whole, to ask profound questions about meaning, or to develop authentic, critical, and creative thought.”
“A genuinely healthy attitude is needed, requiring rhythms that incorporate silence, in-depth study, reading, and judicious analysis, for without these elements inner freedom may be compromised,” he proposes.
The Church’s social doctrine, the pope says, calls for a renewed educational alliance among families, schools, Christian communities, and public institutions. This takes concrete form when principles are translated into educational goals: educating in sobriety and a sense of limits; in recognizing the right of others and of future generations to enjoy the goods received or created by human ingenuity; in freedom and responsibility; and in a sense of transcendence and the common good.
“Schools are not called to follow the pace of the digital world but to offer that which the digital sphere by itself cannot provide, namely a shared time for learning and developing trustworthy relationships,” he concludes.
This story was first published by ACI Prensa, the Spanish-language sister service of EWTN News. It has been translated and adapted by EWTN News English.