Graduation ceremonies are a time for reflection, often prompted by commencement speakers addressing the newly graduated. However, universities themselves should also consider the purpose and methods of education in this era of rapid technological advancement.
As both a writer and educator, I find this question complex, much like the textile workers of the early 19th century facing the rise of industrial factories.
It’s evident that generative AI has created a new generation: Generation AI.
ChatGPT’s rapid growth has made it symbolic of the challenges posed by AI. Within two months of its release, a survey indicated that 90% of college students were using it for assignments. A recent comprehensive study by Anthropic, an AI company, confirms that students are using AI for complex cognitive tasks like creative thinking and analysis. This has led to concerns about the decline of traditional essays, frustration among writing instructors, and further challenges for the humanities.
One undergraduate student remarked that college now revolves around effectively using ChatGPT, highlighting concerns about the value of tuition and associated costs. This presents a false dilemma: education must integrate and challenge AI, addressing the questions that arise from both approaches.
One approach involves a return to traditional methods like blue books and oral exams. This approach draws parallels to the introduction of calculators, arguing that learning basic math principles remains essential. It emphasizes developing intellectual capabilities rather than allowing them to be diminished by AI.
Some students believe that the final product, such as a paper, is the primary goal, due to the focus on high-stakes testing. However, the educational process and the lessons learned along the way are ultimately more important. AI disrupts this relationship by decoupling effort from outcome.
How can educators better assess the learning process? Should students be required to record themselves for hours to prove they aren’t using AI?
This reflects the “work against AI” perspective, which seeks solutions in traditional practices, including the constraints that shaped the wisdom of the past. We have experience with disruptive technologies like the calculator.
Alternatively, the “work with AI” advocates propose a different question: if reading and writing are delegated to machines, what should educators assign, evaluate, and value as indicators of thinking?
Literacy has been crucial to human progress for 5,000 years. While Generation AI may be pioneering new ways of thinking rather than simply replacing it, this remains to be proven.
Educators are right to be wary of AI, which presents both an epistemological challenge and a marketing strategy. Significant investments are being made in Silicon Valley, which depend on widespread AI adoption.
This push begins early, with companies like OpenAI offering free access to their “Plus” tier during finals season. It’s furthered by the persistent presence of AI assistants that offer to assist with reading and writing across various platforms, potentially leading to dependence and skill degradation.
Tech companies are racing to dominate the AI space, aiming to become synonymous with AI, similar to Google’s dominance in search or Amazon’s in online retail. For OpenAI, valued at $300 billion but losing $5 billion annually, this is a high-stakes gamble.
A common saying, often heard by indebted undergraduates, is that AI won’t replace jobs, but those who know how to use AI will. This sounds like a corporate cost-cutting measure disguised as progress. No technology is inevitable, regardless of how fervently its proponents argue.
Intellectual honesty requires a balanced approach to AI, as we cannot predict which technologies will succeed. Some become Facebook, while others fade away.
While colleges determine the role of ChatGPT in education, they should prioritize providing Generation AI with the human experiences that machines cannot replicate. This includes experiential learning through volunteer service, immersing students in the lives of marginalized communities.
It also involves fostering social connections on campus to combat feelings of isolation. However, college should not become merely a lifestyle project for social media.
Ultimately, Generation AI needs more than just large language models: they need a space to disconnect, to reflect, to discover themselves, and to strengthen their focus.
Your attention is your most valuable asset. It is a powerful expression of care. Don’t waste it on anything undeserving, especially not a machine.
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