We explore the transformative potential of generative language-based technologies in educational reform, moving beyond traditional cognitive transmission towards a more holistic and relational learning paradigm. Through Humberto Maturana's theoretical lens, we examine how generative AI can facilitate dynamic, learner- centred environments that emphasize relational understanding and structural coupling. We critique the prevailing focus on cognitive training and advocate for integrating the embodied, interactive nature of learning-encompassing both verbal and non-verbal communication-into educational practices. Generative language-based technologies are positioned as key tools for reshaping educational practices, enabling learners to transcend the constraints of present educational paradigms and foster a more integrated understanding of knowledge. By emphasizing social interactions and environmental engagement, generative language-based technologies promote more meaningful communication and connections. We also address significant challenges these technologies present, including risks to educational equity, ethical concerns, and the potential erosion of cognitive autonomy through over-reliance on AI tools.