Background: Amid the opportunities and risks introduced by generative AI, learning research needs to envision how human minds and responsibilities should re-adapt as AI augments or automates various tasks and enters daily learning, knowledge work, and social life. Approach: Drawing on theories of learning, intelligence, and knowledge creation, this conceptual paper proposes intellectual stewardship as a human-centered, conceptually grounded framework for advancing creative learning practices with AI. Key points: Students and teachers work as responsible governors of intellectual processes distributed across human and artificial systems, guided by five core principles. Being knowledge-wise involves understanding the evolving state of knowledge and taking purposeful actions to advance it. Being intelligence-wise emphasizes making informed choices about how to orchestrate distributed cognitive processes and resources. Being context-wise requires sensitivity to recognize opportunities and risks. Being ethics-wise foregrounds ethical judgment, responsibility, and care in the use of knowledge and intellectual power. Finally, self- and community-growing defines the overarching purpose, aligning intellectual work with personal development and the advancement of collective well-being. Contribution: The principles provide a lens for viewing the adaptation of human minds in AI-infused learning environments, calling for the development of meta-level dispositions and capabilities that characterize wisdom-oriented, socially responsible knowledge builders in the AI age.

翻译：摘要：背景：在生成式AI带来的机遇与风险中，学习研究需要展望人类心智与责任应如何重新适应——当AI增强或自动化各类任务，并深度融入日常学习、知识工作及社会生活时。方法：基于学习理论、智能理论与知识创造理论，本概念性论文提出"智识管理"（intellectual stewardship）这一以人为中心、具有概念根基的框架，旨在推进与AI协同的创造性学习实践。核心观点：学生与教师作为负责任的治理者，主导着分布于人机系统中的智识过程，并遵循五项核心原则。知识智慧强调理解知识的动态演进状态，并采取有目的的行动推动知识进步；智能智慧强调对分布式认知过程与资源进行审慎调配；情境智慧要求敏锐识别机遇与风险；伦理智慧突出知识运用中的伦理判断、责任担当与关怀精神；而自我与社群成长则定义了终极目标，将智识工作与个人发展及集体福祉的提升相统一。贡献：这些原则为理解AI赋能学习环境中人类心智的适应提供了分析视角，呼吁培养元层级的素养与能力，使学习者成为AI时代具有智慧取向与社会责任感的知识建构者。