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As a reviewer, I very much hope that every philosophy journal which is at least halfway decent will implement David…
I’m not so sure that the problems are more likely in the humanities and social sciences, given what I’ve seen…
I’ve just published an op-ed in the CHE on a possible mitigation strategy: submission fees. https://www.chronicle.com/article/can-academe-survive-the-tidal-wave-of-ai-slop
I’m a mathematician who works in AI, and although I’m not directly involved, what I hear from my colleagues is…
No-one knows how “the long run” is going to go in AI in general, and detection in particular. Right now,…
I have received a peer review in the past which was pretty clearly generated with the assistance of AI. While…
My Pangram subscription costs about £15 a month. If I were a journal editor, I would automatically be uploading every…
An interesting piece by philosopher Anastasia Berg (UC Irvine) at CHE. Once again (given reader interest), I’m opening comments for discussion and reactions to Professor Berg’s essay.
I don’t have much to say beyond:
(1) I emphatically agree with everything Berg says, and
(2) I am appalled to learn that Harvard and Dartmouth are promoting even more AI use across the curriculum.
There’s no doubt that AI use is “harming faculty-student trust,’” but… the solution here is not to just accept (let alone promote) its use all over campus. Honestly, I seriously contemplated quitting when 80%+ student work was obviously AI-generated. In-person assessments reduced the number enough that I no longer want to quit, but I really think that something important has been lost along the way.
If there’s anything of value in AI that is genuinely best learned at the university level (which I doubt, but remain open to), then I would expect particular courses in particular departments (probably compsci?) to be the best places to teach and learn it. I see no reason why it should be taught in every course in a single department, let alone across the university. That’s just a recipe for half-assed and half-baked education. (Just consider the state of ‘critical thinking’ education across the university, which everyone likes to claim but most of which is entirely informal and sometimes outright wrong.)
The latest from CHE on closely related topics:
https://www.chronicle.com/article/what-even-is-an-author
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