Artificial intelligence (AI) is a trending topic in education. While many embrace its benefits, some educators, like Professor Stuart Chambers, argue against its use in the classroom. Chambers, who teaches sociology at the University of Ottawa, has implemented a ban on AI for all assignments. His stance raises important questions about the role of AI in learning.
Why I Expelled AI from My Classroom
Chambers believes that students face enough challenges without the added complexity of AI tools. In his sociology classes, students grapple with contentious issues such as free speech, abortion, euthanasia, and prostitution. Engaging with these topics requires deep understanding and critical thought—skills that AI can undermine.
The Importance of Skill Development
Chambers emphasizes that students must develop fundamental skills. When learners spend significant time reading and writing, they enhance their cognitive functions, including:
- Memory recall
- Concentration
- Attention to detail
- Reasoning
He contends that the reliance on AI hampers this intellectual growth. When students use AI to produce essays quickly, they risk failing to engage with the material meaningfully. According to Chambers, students often struggle in assessments if they rely solely on AI tools for their assignments.
The Prevalence of AI in Education
Statistics indicate that 25-35% of students depend on AI for their entire papers. Interestingly, a survey revealed that 76% of students using tools like ChatGPT felt they were engaging in some form of cheating. This reliance raises concerns about academic integrity and the declining value of education.
Consequences of Over-Reliance on AI
Political commentator Fareed Zakaria warns against bypassing the learning process. He argues that a liberal education’s primary virtue is its ability to teach writing, which fosters critical thinking. Additionally, research from scholars like Lorena A. Barba shows that reliance on AI often leads to a superficial understanding of subjects.
Barba notes that while students may feel competent after using AI, this perception can mask their true comprehension. Evidence suggests a negative correlation between frequent AI usage and critical thinking skills, highlighting the risks of cognitive offloading.
Conclusion: The Call for Traditional Learning
As AI becomes increasingly prevalent, Chambers asserts the need to prioritize traditional learning methods. He advocates for an educational approach that encourages deep engagement with the material. He welcomes students into his class but insists that AI must not take part in the learning process. For Chambers, the future of education requires hard work and personal investment, not shortcuts facilitated by technology.
