Generative language models have opened up a wide range of previously unimaginable possibilities for text production and use in both everyday life and in educational contexts. Addressing generative language models as tools to be harnessed, recent educational discourse tends to overlook the ways in which these models reshape individual and collective means of experience and articulation. This article argues that, due to their underlying operational logic, generative language models are necessarily geared to reproduce existing social and cultural orders. Their epistemic conformism aligns them with affirmative practice regimes and makes it difficult to develop idiosyncratic and marginalized perspectives. Rather than being regarded as tools, they should instead be understood as objects of collective learning themselves.