The future of human learning will be shaped by technology, but in ways completely different from those of the past. Over recent decades, the emergence and development of educational technology has been largely divorced from the broader cultural conversation about the impact of machine intelligence on the future of humanity. Technology can best improve education by helping students distinguish themselves from machines and to make that distinction itself fundamental within education. Ultimately technology (machine intelligence) will have its greatest impact on human learning through the evolution in human capacity--the complementarity--that will be required to stay ahead of its advance. As machines get better at being machines, the primary purpose of higher education must be helping humans get better at being human. This paper presents a matrix in which the values are defined along two axes: the distintegrative/integrative axis and the inclusive/exclusive axis. Higher education will increasingly need to focus its attention on the first axis, which is defined by the tension between disintegration and integration. Designing higher education within this quadrant requires maximum attention to practices that are both inclusive and integrative. Any future that higher education writes for itself has to reckon centrally with the human-machine context and the need to achieve the kind of complementarity in education that has always emerged from machine substitution. In order to address this challenge, it will be important to transcend the narrow frame of educational technology and to see technology at once as a tool, a force, and a threat.