Humanity is living through the dissolution of old certainties, where endings become beginnings and disruption awakens renewal. Pedagogy reflected transmission, andragogy nurtured autonomy, and heutagogy advanced self‑determination. Today, technology reshapes identity, spirituality, and the rhythm of existence; every screen becomes a doorway into a planetary web of intelligence. This chapter introduces autogogy, a new paradigm of learning that transcends earlier models by envisioning humans as symbiotic interfaces co‑evolving with artificial intelligence. Unlike pedagogy’s transmission, andragogy’s guided autonomy, or heutagogy’s self‑determination, autogogy is symbiosis: continuous, embodied, and relational. Through historical analysis and global case studies; from Pacific universities to African learning hubs and Andean ecological pedagogy, the chapter traces the evolution of learning from scarcity to abundance, from transmission to planetary citizenship. Autogogy integrates pedagogy’s nurturing, andragogy’s empowerment, and heutagogy’s autonomy, amplifying them through intelligent systems. Universities are highlighted as ethical beacons, curating discernment and embedding autogogic principles into curricula and research. Autogogy acknowledges that learners carry inherited dogma and reductive definitions of success. Resistance becomes the starting point of transformation, where learners unlearn entrenched assumptions and cultivate inclusive consciousness. By embedding critical reflection, plural perspectives, and AI‑mediated encounters, autogogy reframes identity as planetary, spirituality as stewardship, and technology as ally. It is not the end of education but its awakening.