AI Robs My Students of the Ability to Think
https://www.wsj.com/opinion/ai-robs-my-students-of-the-ability-to-think-education-school-learning-880267c7
Alex Green:
There is little evidence that senior university faculty are committed to tamping down the rampant overuse of AI. Instead, it is the paperweight on a pile of evidence that at an ethical level, universities are too timid or ignorant to insist that students use the core skills we are supposed to be teaching them.
Perhaps willful ignorance is the better phrase—these core skills are no mystery. They involve an ability to sift through information and understand who created it, then organize and pull it together with logic, reason and persuasion. When teachers dream of our students’ successes, we want to see these skills help them thrive.
For that to happen, students must gain the ability to synthesize information. They must be able to listen, read, speak and write—so they can express strategic and tactical thinking. When they say AI is eroding their ability to speak and write, this is what they’re losing, often before they’ve ever fully gained it.
https://www.wsj.com/opinion/ai-robs-my-students-of-the-ability-to-think-education-school-learning-880267c7
Alex Green:
There is little evidence that senior university faculty are committed to tamping down the rampant overuse of AI. Instead, it is the paperweight on a pile of evidence that at an ethical level, universities are too timid or ignorant to insist that students use the core skills we are supposed to be teaching them.
Perhaps willful ignorance is the better phrase—these core skills are no mystery. They involve an ability to sift through information and understand who created it, then organize and pull it together with logic, reason and persuasion. When teachers dream of our students’ successes, we want to see these skills help them thrive.
For that to happen, students must gain the ability to synthesize information. They must be able to listen, read, speak and write—so they can express strategic and tactical thinking. When they say AI is eroding their ability to speak and write, this is what they’re losing, often before they’ve ever fully gained it.
Is AI Enhancing Education or Replacing It?
https://www.chronicle.com/article/is-ai-enhancing-education-or-replacing-it
Technology should facilitate learning, not substitute for it.
The AI Takeover of Education Is Just Getting Started
https://www.yahoo.com/news/articles/teachers-become-ai-super-users-113000837.html
https://www.chronicle.com/article/is-ai-enhancing-education-or-replacing-it
Technology should facilitate learning, not substitute for it.
https://www.yahoo.com/news/articles/teachers-become-ai-super-users-113000837.html
We’re Losing the Plot on AI in Universities
https://www.bloomberg.com/opinion/articles/2025-07-06/we-re-losing-the-plot-on-ai-in-universities
Implementing new technology is messy. The most important parts of learning cannot be replaced by a machine.
https://www.bloomberg.com/opinion/articles/2025-07-06/we-re-losing-the-plot-on-ai-in-universities
Implementing new technology is messy. The most important parts of learning cannot be replaced by a machine.
What Happens After A.I. Destroys College Writing?
https://www.newyorker.com/magazine/2025/07/07/the-end-of-the-english-paper
The demise of the English paper will end a long intellectual tradition, but it’s also an opportunity to reexamine the purpose of higher education.
https://www.newyorker.com/magazine/2025/07/07/the-end-of-the-english-paper
The demise of the English paper will end a long intellectual tradition, but it’s also an opportunity to reexamine the purpose of higher education.
The Seductions of A.I. for the Writer’s Mind
https://www.nytimes.com/2025/07/18/opinion/ai-chatgpt-school.html
Ensnaring students is not a long-term solution to the challenge A.I. poses to the humanities. This summer, educators and administrators need to reckon with what generative A.I. is doing to the classroom and to human expression. We need a coherent approach grounded in understanding how the technology works, where it is going and what it will be used for. As a teacher of creative writing, I set out to understand what A.I. could do for students, but also what it might mean for writing itself. My conversations with A.I. showcased its seductive cocktail of affirmation, perceptiveness, solicitousness and duplicity — and brought home how complicated this new era will be.
https://www.nytimes.com/2025/07/18/opinion/ai-chatgpt-school.html
Ensnaring students is not a long-term solution to the challenge A.I. poses to the humanities. This summer, educators and administrators need to reckon with what generative A.I. is doing to the classroom and to human expression. We need a coherent approach grounded in understanding how the technology works, where it is going and what it will be used for. As a teacher of creative writing, I set out to understand what A.I. could do for students, but also what it might mean for writing itself. My conversations with A.I. showcased its seductive cocktail of affirmation, perceptiveness, solicitousness and duplicity — and brought home how complicated this new era will be.
Junk Food for the Mind
https://www.nytimes.com/2025/07/03/opinion/aritificial-intelligence-education.html
David Brooks:
Researchers have a method called dynamic directed transfer function, or D.D.T.F., which measures the coherence and directionality of the neural networks and can be interpreted in the context of executive function, attention regulation and other related cognitive processes. The brain-only writers had the highest D.D.T.F. connectivity. The search engine group demonstrated between 34 percent to 48 percent lower total connectivity, and the A.I. group demonstrated up to 55 percent lower D.D.T.F. connectivity.
The researchers conclude, “Collectively, these findings support the view that external support tools restructure not only task performance but also the underlying cognitive architecture.”
https://www.nytimes.com/2025/07/03/opinion/aritificial-intelligence-education.html
David Brooks:
Researchers have a method called dynamic directed transfer function, or D.D.T.F., which measures the coherence and directionality of the neural networks and can be interpreted in the context of executive function, attention regulation and other related cognitive processes. The brain-only writers had the highest D.D.T.F. connectivity. The search engine group demonstrated between 34 percent to 48 percent lower total connectivity, and the A.I. group demonstrated up to 55 percent lower D.D.T.F. connectivity.
The researchers conclude, “Collectively, these findings support the view that external support tools restructure not only task performance but also the underlying cognitive architecture.”
How Do You Teach Computer Science in the A.I. Era?
https://www.nytimes.com/2025/06/30/technology/computer-science-education-ai.html
Universities across the country are scrambling to understand the implications of generative A.I.’s transformation of technology.
https://www.nytimes.com/2025/06/30/technology/computer-science-education-ai.html
Universities across the country are scrambling to understand the implications of generative A.I.’s transformation of technology.
As AI swallows entry-level roles, candidates’ education qualifications matter less
https://www.telegraph.co.uk/business/2025/08/18/the-paper-ceiling-in-hiring-is-being-ripped-open/
“The advantage now lies with graduates whose skills complement AI – judgment, problem-solving, leadership – not those in roles it can easily replace, such as coding and admin,” says economist Erik Hurst, of Chicago Booth School of Business.
https://www.telegraph.co.uk/business/2025/08/18/the-paper-ceiling-in-hiring-is-being-ripped-open/
“The advantage now lies with graduates whose skills complement AI – judgment, problem-solving, leadership – not those in roles it can easily replace, such as coding and admin,” says economist Erik Hurst, of Chicago Booth School of Business.