The growing use of generative artificial intelligence (AI) in education and research has sparked concerns about its impact on the development of intellectual skills, according to Cédric Villani, a renowned French mathematician and 2010 Fields Medal winner. Villani, who also served as a deputy in the French parliament, has taken a strong stance against the widespread use of AI in academic settings. He recently advised his PhD student not to use generative AI tools during their thesis work, emphasizing the importance of mental discipline and the personal effort required to master a subject. Villani believes that the real value in academic and professional life lies in the process of problem-solving, not just the final answer. Villani expressed concern that the impressive capabilities of AI—such as solving complex mathematical problems like the Navier-Stokes equation—could discourage human innovation. He warned that if AI solves problems before humans, it might lead to a decline in intellectual creativity and critical thinking among future researchers. He stressed the importance of maintaining intellectual agility among the next generation of mathematicians, as a loss of this skill could have long-term consequences for scientific progress and human advancement. In a high school in Île-de-France, a mathematics teacher has observed students increasingly using generative AI to prepare for their oral exams as part of the baccalaureate, a major French academic qualification. The teacher noted that AI tends to promote standardization, often generating what educators call "standard questions" that are predictable and less original. For example, students might focus on topics like the connection between football and probability, rather than more creative or interdisciplinary subjects, such as applying physics to explain how a Formula 1 car could roll along the ceiling. The teacher highlighted the risks of over-relying on AI in education. While students may be able to memorize and recite AI-generated content, leading to impressive presentations, educators can easily detect when students have not truly understood the material. During oral exams, teachers can ask probing questions that reveal whether the student has genuinely grasped the subject or has simply delegated their thinking to AI. This underscores the importance of critical thinking and original reasoning in education, even in an age of rapidly advancing technology.