Comment Re:Humanities professor here (Score 1) 52
I actually agree with you in principle. I taught math and philosophy at a community college after getting my CS degree, before transitioning to corporate America as a sysadmin on steroids. You do have a point. It’s your classroom, and you’re right that none of us really knows what the future looks like. As Heinlein put it, “Stupidity is the only sin in nature. Judgment is swift; the punishment, harsh. And there is no appeal—you live and you learn, or you don’t live long.” You rightly grok that grounding students in clarity of thought and persuasive articulation is the right thing to do.
But I want to push back on a couple of your assertions. “Coding” as a universal future-proof skill always felt like a reach, and I’m not sure what stake a humanities professor has in it. More importantly, I don’t buy your framing around autonomous thinking. How autonomous is a carpenter who isn’t allowed to use a saw? How does banning tools make craftsmen better? A tool doesn’t abolish autonomy; it enables mastery. Denying students AI doesn’t prepare them for the future they’re walking into—reread Heinlein's quote--it just deprives them of learning how to collaborate with a force already shaping their world.
AI isn’t a replacement for human reasoning. At its best, it’s a collaborator—an amplifier of judgment, not a substitute for it. The hard part is managing that dynamic in the classroom—keeping the line between the student’s work and the LLM’s work bright and sharp. I agree with your sentiment: if that line blurs, it risks compromising the student’s growth and undermining academic integrity. The challenge is that you’re also in a position to model how to get it right. Preparing students for that reality seems just as important as teaching them to write a persuasive essay without any tech at all.