The rapid development of generative artificial intelligence is transforming the ways knowledge is produced, accessed, inter- preted, and validated. In the emerging AI-driven environment, knowledge increasingly takes shape within a hybrid space of human–machine in- teraction, where algorithmic systems participate not only in processing informa- tion but also in generating content, recommendations, and decisions. This article offers a philosophical-analytical and interpretative reflection on the transformation of knowledge through the metaphor of Ctrl+A, which symbolically evokes the ex- pansion, accessibility, and algorithmic selection of content in digital environments. Particular attention is paid to the implications of human–AI interaction for cog- nition, authorship, trust, attention, and educational practice. The study employs a qualitative interpretative approach that combines conceptual analysis of scientif- ic, normative, strategic, and selected public sources, observations from educational practice, and a reflexive component based on the author’s interaction with ChatGPT between November 2024 and early June 2025. Within this framework, a conceptual emotional curve is used not merely as an illustrative device, but as an interpretative lens through which key features of generative AI are analyzed, including productiv- ity, dialogicality, cognitive offloading, error and hallucination, trust, and the fear of human replacement. The article also addresses the attention economy and the rise of a synthetic media environment, in which AI-generated texts, images, and videos increasingly challenge the boundaries between authentic and simulated content. It argues that in the emerging post-knowledge condition, the value of knowledge de- pends less on its mere availability than on the human capacity for critical interpre- tation, meaningful selection, and responsible use.