Humanities and social science educators must embrace ChatGPT (for now). Here’s why

The application is an example of areas of artificial intelligence including natural language processing and soft computing. It performs incredible feats of analysis in response to a wide array of prompts.

On this front, many are worried about what they see as the diminished ability to ensure the authorship of the submissions made in essays, the cornerstone of a humanities and social sciences education and the primary tool by which students’ understanding, application and synthesis of complex concepts is put to the test.

Two core reasons are at the root of my optimism. First, and most importantly, the tool has limitations, in part thanks to the complexity of people as individuals and society. Second, and stemming from the first reason, there is no substitute for intellectual engagement. Let us explore each of these reasons in turn.

This mitigates the most common concerns about ChatGPT — that it is not connected to the internet in real time and that Turnitin cannot detect plagiarism from ChatGPT since almost every answer it can give is unique due to the AI being based on soft computing. Lecturers must design their curricula and assessments in such a way that the assessments are designed to extract principles and techniques and not only content. They must, as seasoned experts, “get ahead” of their students. This can only help us to refine our tools and assumptions about our disciplines and what we teach.

Through this futile exercise, they are likely to end up doing what they ought to have been doing to begin with — conducting honest and deep research. In addition, the tool cannot cite within the text and has no access to works published since 2021. This requires the student to engage the literature and identify relevant sources.

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