Abstract

This paper examines how generative AI (GenAI) challenges traditional notions of expert knowledge, learning, and epistemic authority in higher education, with particular attention to business and management education. Drawing on Habermas’s knowledge-constitutive interests, Polanyi’s tacit knowledge, and Kolb’s experiential learning cycle, we argue that GenAI creates a distinct epistemological risk for novice learners: the illusion of expertise without its experiential foundation. We introduce the double audit, a framework requiring simultaneous critical assessment of the user’s own knowledge limits and those of AI-generated knowledge, and the Epistemic Horizon, defined as the gap between the combined human-AI knowledge frontier and the demands of a real-world situation. An empirical case from a doctoral seminar in the philosophy and methods of social science illustrates how double audit failure manifests in practice, with implications for professional education across knowledge-intensive fields.

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