In the rapidly evolving landscape of education, the intersection of artificial intelligence and humanities presents a complex ethical dilemma. A university teaching assistant, leading discussion sections for large humanities lecture classes, finds themselves at the crossroads of enforcing institutional policies and fostering a supportive learning environment. The ubiquity of AI-generated writing has made it challenging to adhere strictly to course policies without making numerous accusations, some of which may be false positives.
The core question revolves around the value of a humanities education. While the modern university often equates the humanities with product-based outcomes, such as literary interpretations and cultural criticism, the true aim of humanities education is the formation of human persons. This philosophy, rooted in Aristotle’s vision, emphasizes the cultivation of virtues like honesty, justice, and courage, which are essential for a flourishing life.
The Utilitarian Vision vs. Character Cultivation
The tension arises from the clash between the utilitarian vision of education, which focuses on immediate job prospects, and the transformative vision that prioritizes long-term character development. Students often justify the use of AI by arguing that it helps them achieve their goals more efficiently. However, this approach risks short-circuiting the development of practical wisdom or phronesis which is crucial for making sound judgments in complex situations.
AI removes cognitive friction which is essential for building and retaining cognitive muscles. Without this friction, students may experience intellectual deskilling, where their ability to reason and deliberate diminishes over time. As philosopher Shannon Vallor notes, practical wisdom is built through practice and deliberation, which are threatened by the over-reliance on AI.
Strategies for Cultivating Practical Wisdom
To address this challenge, educators can adopt strategies that encourage students to engage in deliberate thinking and decision-making. One approach is to offer students a choice: they can write their essays with or without AI assistance. However, if they choose to use AI, they must also submit a reflection piece explaining their decision and its impact on their learning process. This reflection forces students to develop the reasoning skills they might otherwise avoid.
In discussion sections, teachers can facilitate debates about AI use, assigning students to argue for or against its implementation. This not only encourages critical thinking but also helps students understand the ethical implications of their choices. If a strict ‘no AI’ policy is in place, teachers may need to report suspected AI-generated work. However, they can also consider the student’s
The Broader Implications for Humanities Education
The advent of generative AI poses an existential threat to the traditional humanities education model. To survive, humanities departments must undergo a paradigm shift, focusing on their true mission: helping students cultivate their character and practical wisdom. This shift requires honesty about the real benefits of a humanities education and the importance of deliberate, thoughtful engagement with course material.
Educators facing this dilemma may experience moral injury, feeling forced to violate their own values. However, it is essential to remember that this challenge is part of a larger, ongoing conversation about the role of technology in education. By focusing on the cultivation of practical wisdom and encouraging students to engage in deliberate thinking, educators can help prepare their students for the complex, dynamic world they will encounter beyond the classroom.
