Summary
Highlights
The discussion opens on the topic of artificial intelligence and its impact on learning to write. With machines capable of generating texts in seconds, even if uncreative, concerns arise regarding the standardized yet often misunderstood nature of school writing, exemplified by university application essays. The lack of time for students to practice writing skills and the changing definition of 'writing' in education are highlighted.
Pascal Chabot, a philosopher and author, discusses the profound anthropological and civilizational shift occurring as humanity delegates tasks, including writing, to technology. He questions the destination of this 'post-history' phase where mass delegation of writing is becoming commonplace. The accelerated nature of AI-driven writing, which provides instant but sometimes shallow output, is contrasted with the traditional, slower process of writing that fosters reflection.
An excerpt from a 2023 report features students discussing their use of AI tools like ChatGPT. They acknowledge AI's ability to generate logical arguments but note its lack of emotional depth. Cécile Cathelin, a modern literature teacher, confirms these observations from her students. Pascal Chabot introduces the concept of a 'numerical superconscious,' describing the constant interaction humans have with digital technologies, leading to a dialogue between individual consciousness and this collective digital mind.
The discussion shifts to the commercialization of language, a concept explored by Pascal Chabot in his book 'The Man Who Wanted to Buy Language.' He explains how platforms like Google already assign monetary value to words through advertising algorithms. The emergence of paid versions of AI like ChatGPT for 'better quality' language signifies a disturbing trend towards financializing an essential tool for democracy and emancipation.
Cécile Cathelin emphasizes the importance of informing students about the potential dangers of language commercialization and fostering critical thinking. She advocates for 'hybridization,' where AI augments students' writing while also teaching them to approach it with sobriety and the ability to work without AI. The concept of 'festina lente' (hasten slowly) is introduced, advocating for a mindful approach to learning, even with technological tools.
Vincent Renault, a philosophy professor, criticizes the education system's often unreflective and obsessive rush to adapt to new AI tools. He argues that true education should focus on fostering autonomous, first-person thinking rather than merely producing content. The danger lies in AI replacing the intrinsic philosophical process of developing thought, potentially leading to a superficial understanding of efficiency.
Pascal Chabot reiterates the philosophical perspective: language is the philosopher's primary tool, crucial for formalizing thought and reasoning. He highlights the profound personal journey of learning to write and the importance of fostering this deep connection with language. He also points out the 'asymmetry' between generations: adults have experienced both pre-AI and AI worlds, while younger generations are natively immersed in an AI-augmented environment, posing new challenges for teaching the inherent value of words.
Cécile Cathelin discusses the difficulties students face with writing, attributing it to anxiety and past failures. She suggests showing students authors' drafts to demystify the writing process and illustrate that writing is not spontaneous. Paradoxically, integrating AI activities, such as crafting detailed prompts, can help students understand the iterative nature of writing and the importance of precision, ultimately enhancing their writing skills.
Audray Guyenot, president of the Plume application, clarifies that AI in education differs significantly from general AI tools like ChatGPT. Plume, an expressive writing assistant developed with CNRS researchers, focuses on providing a secure environment with curated content. The goal is to personalize learning, increase interaction with written activities, and foster inclusion for students with learning difficulties or those learning French. The ultimate aim is for students to produce tangible works and express their relationship with the world.
Pascal Chabot responds positively to efforts like Plume, recognizing the need for adapted research and tools. However, he highlights concerns about AI's potential to diminish a text's subjective depth, leading to 'impeccable but uninteresting' writing. He warns against solely relying on AI and underscores the political dimension, questioning how AI reflects and shapes democratic values, especially with the rise of AI from different geopolitical contexts. He emphasizes the need for 'survivalist' skills—the ability to function without AI—to maintain independent consciousness.
Cécile Cathelin shares an anecdote about her students creating a song with AI, leading them to realize that writing by hand can be an act of resistance against 'voluntary servitude' to technology. This experience highlighted the importance of subjectivity and resisting the 'quick and easy' temptation of AI. The conversation concludes with a call to revalorize writing, ideally through creative expression like poetry and song. Pascal Chabot stresses that society must question whether technological innovations truly contribute to social progress, bringing philosophy back to the forefront of educational discussions.