A peculiar quiet has settled over higher education, the sort that arrives when everyone is speaking at once. We have, by now, produced a small library of earnest memos on “AI in the classroom”: academic integrity, assessment redesign and the general worry that students will use chatbots to avoid thinking. Our institutions have been doing the sensible things: guidance documents, pilot projects, professional development, conversations that oscillate between curiosity and fatigue. Much ink has been spilled on these topics, many human-hours of meetings invested, and strategic plans written. All of this is necessary. It is also, perhaps, insufficient. What if the core challenge to us is not that students can outsource an essay, but that expertise itself (the scarce, expensive thing universities have historically concentrated, credentialled, and sold back to society) may become cheap, abundant, and uncomfortably good.
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