Artificial Intelligence Challenges Traditional English Studies
In the realm of education, the integration of Artificial Intelligence (AI) has become a topic of significant discussion, particularly in the English and humanities departments. Many institutions have not fully addressed the problem of AI-generated work, and resistance to its use in these fields is prevalent.
One AI tool that has caught the attention of educators is Google's "NotebookLM," which summarizes texts in a casual-sounding podcast format. The English department at Bozek's former school found this tool helpful, particularly its podcast features. However, the challenge lies in distinguishing between AI's constructive applications for studying and its potential misuse.
Resistance to AI integration is rooted in several factors. Writing and critical thinking—core to English and humanities—are heavily disrupted by AI’s ability to generate text, complicating notions of originality and authorship in assignments. Wanda Sullivan of Post University notes a "huge divide" between English departments and others, as differences in learning objectives mean AI impacts these areas very differently, demanding tailored approaches rather than one-size-fits-all solutions.
This resistance is also tied to broader institutional challenges. Humanities departments often face understaffing and resource neglect while universities invest in AI-driven austerity measures perceived as labor devaluation or reduction. This fuels skepticism about AI as part of a neoliberal agenda that prioritizes technological control and cost-cutting over rich educational experiences.
To bridge this gap, several strategies are proposed:
- Recognize and respect the unique challenges humanities face with AI, avoiding naive comparisons to STEM fields or assuming pedagogies can be easily retooled for AI use.
- Engage humanities faculty in AI tool design and policy-making to ensure tools support rather than undermine core disciplinary practices.
- Foster interdisciplinary dialogues to build mutual understanding between technical and humanities educators about AI’s impacts and possibilities.
- Provide institutional resources and training so humanities educators can thoughtfully integrate AI in ways that enhance pedagogy, rather than resorting to blunt bans.
- Critically examine university AI investments and implications for labor and educational values, allowing collective articulation of desired futures in education rather than passive acquiescence to AI-driven austerity.
It's important to note that AI can also aid in accessibility and equity. For example, AI can be used to translate texts and simplify them, enhancing access for students who might otherwise be excluded. AI can also facilitate differentiation and improve student grades, as found by Bozek in her work.
However, not all educators are open to AI integration. Some teachers, particularly in the English department, are resistant. Ron Samul, an author and Director of Thames at Mitchell College, believes that teaching students appropriate use of AI is a missed opportunity. Abridged versions of literary works can still have benefits for students who might not have access to the original.
In conclusion, bridging the gap between English and humanities departments and AI integration requires a multi-pronged approach that acknowledges the unique challenges these disciplines face, fosters cross-departmental understanding, and collaboratively develops AI tools and pedagogies that respect humanities’ specific learning goals. Resources like AI Literacy: 6 Resources For Teachers and AI Starter Kit for Teachers can provide valuable guidance for educators seeking to integrate AI into their teaching in a thoughtful and beneficial way.
- The English department at Bozek's former school found Google's "NotebookLM" helpful, particularly its podcast features, whereas some teachers, particularly in the English department, are resistant to the integration of AI.
- Wanda Sullivan of Post University notes a "huge divide" between English departments and others, as differences in learning objectives mean AI impacts these areas very differently, demanding tailored approaches.
- Acknowledging the unique challenges humanities face with AI, it's crucial to engage humanities faculty in AI tool design and policy-making to ensure tools support rather than undermine core disciplinary practices.
- Ron Samul, an author and Director of Thames at Mitchell College, believes that teaching students appropriate use of AI is a missed opportunity, as abridged versions of literary works can still have benefits.
