Key points are not available for this paper at this time.
Everyone involved in teaching at virtually all levels faces fundamental challenges today because of Artificial Intelligence (AI) which is already with us and cannot be wished away. Instead, it causes a paradigm shift, and the crucial question is not whether we can block AI or not, whether we should employ it in teaching or not, but rather how we individually and collectively respond to its impact in the educational environment. Neither students nor instructors are fully cognizant of what the future will bring in terms of technology, but we must think critically about the role of AI now and question ourselves whether it is a useful aid or a dangerous robot undermining our own creativity and ability to think independently. This paper focuses primarily on critical writing skills that are a fundamental component of advanced education in the Humanities and where the use of AI can have devastating consequences. I cannot assess the technical side of AI for teaching, but the samples used as a basis for this paper allow us to reflect meaningfully on the very essence of educating students in the Humanities, taking into account both pitfalls and advantages promoting the learning experience both with and without AI.
Albrecht Classen (Tue,) studied this question.