This chapter responds to the recent crisis surrounding developments in large language models (LLMs) and generative AI with a relational view of education informed by the emerging world-centered approach to education and a synthesis of personalist character formation with feminist care ethics. It proposes that the instinct to manage student use of generative AI with carceral practices, characterized by surveillance and control, undermines the project of forming students as whole persons who can evaluate and use or reject emerging technologies in a mature way. The chapter concludes with practical suggestions for the classroom that can be aligned with institutional strategic plans.