“ChatGPT
Is A Plague Upon Education” (Inside Higher Ed)
“Don’t
Ban ChatGPT In Schools. Teach with It.” (The New York Times)
The
use of ChatGPT in education has been a subject of controversy and debate
recently as shown by the above two banners. To-ban side of the argument
believes that ChatGPT should be barred from classrooms due to concerns over
cheating. Educator and author Cathy N. Davidson argued, “AI writing tools can
be used to produce endless copies of the same text, with little originality or
insight.”
Not-to-ban
side sees the potential benefits of using ChatGPT to help students improve their
writing skills and promote creativity and critical thinking. Elon Musk
asserted, “AI can enable students to learn more effectively and efficiently,
and can ultimately lead to a brighter future for everyone.”
This
debate is not new. The calculator and the internet had similar debates
surrounding them in the past. But as the use of ChatGPT becomes more prevalent
in classrooms, finding a balance between the potential benefits and risks is
worth the effort.
The
real battle, however, lies in preventing the misuse of ChatGPT in education. Teachers
must carry out measures to deter cheating of students inside the classrooms. How?
Well, I thought I’d take a crack to solve the dilemma with my two cents’ worth.
Looking
back, I started writing my ATABAY blog with a natal article “What’s In A Name?”
where I tapped into the following three quotes:
“Writing
is the most disciplined form of thinking.” (Donald M. Murray, Write to Learn)
“[T]hinking
is difficult… complex… laborious… painstaking process.” (M. Scott Peck, The
Road Less Traveled)
“I
think, therefore I am.” (Rene Descartes, Discourse on the Method)
A textbook
on my shelf defines writing, alongside thinking, as a process – a series of
steps taken over time and directed toward a particular end, expressed on paper
what the writer feels or thinks about a subject. Writing occurs in three
stages: prewriting, writing and rewriting.
Prewriting
gets our ideas down on paper and develops our topic using techniques like
freewriting. Writing turns our plan into an actual essay. Rewriting revises and
edits our essays for clarity, coherence, and effectiveness.
The
bone of contention of the ChatGPT to-ban-or-not-to-ban issue is thinking –
critical thinking, to be exact. The banners below say it all:
“ChatGPT
and the Decline of Critical Thinking” (insights iedotedu)
“Are
AI Tools Like ChatGPT Destroying Critical Thinking For The Future Of Work?”
(gigsterdotcom)
I figured
out that if we could preserve critical thinking in the classroom we may not have
to ban ChatGPT after all. We could safeguard critical thinking in the
prewriting stage crafted through freewriting -- a technique that freely and
creatively jots down every random idea, notion, thought, or opinion that pops
into students’ minds about the subject.
Here
are excerpts of a student’s freewriting sample, excerpted for brevity, taken
from a textbook about this typical assignment: Write a classification essay
about a force, a group, a system, a ritual, or an emotion.
“What
is a force? What is a system? Do I want to write about a force, a system, a
group, or an emotion? What emotion? Rituals, rituals, what are rituals? I picture
religious robes and candle burning in various church nooks and crannies… I like
the word ritual, though. Hmmmm. What group? I’m stuck. I’m stuck. Name some
emotions? I don’t want to write about groups. Rituals? What rituals? Who has
rituals? There’s the ritual of the lecture, of grading, of classroom
interaction.
I feel
stuck. Keep writing! Keep writing! It will come. Ritualistic hand washing. Lady
Macbeth washed her hands constantly, trying to get the blood of her victims
off. It would not come off. Definitely neurotic. Closer to home, more ordinary
ritual: Every time my father walks past the kitchen sink, he tightens the
faucet and wipes it off with a dishcloth…” (Taken from From
Idea To Essay: A Rhetoric, Reader, and Handbook)
Eureka! This is it! Just as a math
student solves a problem and shows his or her detailed solution, so too does a writing
student pre-writes and shows his or her jotted freewriting thoughts as proof of
the critical thinking process working inside his or her brain. I theorized freewriting
could stand in the way of the cheaters.
Out of
the blue, just for kicks, I asked ChatGPT to write a freewriting example on the
same assignment and in seconds delivered its concoction excerpted for brevity.
Oh,
boy, time to write a classification essay about a force, a group, a system, a
ritual, or an emotion. Let’s see, which one should I choose? I could write
about a force like gravity, or a group like boy bands, or a system like
digestive system, or a ritual like my morning cup of coffee, or an emotion like…hmm…I
don’t know, hangry?
Yeah,
hangry. I mean, who doesn’t love a good classification essay about being
hangry? I could classify different types of hangry based on their severity,
like low-level hangry where you just need a snack, or full-blown hangry where
you turn into a monster…
But
then again, maybe I should write about a group instead… I could classify them
based on their hair, like spiky hair boy bands or floppy hair boy bands…
I’m
feeling inspired and a little bit wacky. Let’s see where this essay takes me.
Gosh! Anyone
reading ChatGPT’s freewriting random thoughts above would have mistaken it as fashioned
by a critically thinking student’s mind that could be turned to good use by any
cheater as his or her own.
My,
oh, my, I’ve presumed, freewriting – created in student’s mind – is a big idea of
preserving the critical thinking process crafted in the brain factory that
produces creative and original products of one’s imagination. Fantastically,
ChatGPT could even mimic, if not worm into, such a supposedly shrouded domain.
Gee whizz!
At
this point in my quest, feeling to have come to nothing and thrown in the
towel, I asked Chat GPT the key to the AI issue as befits the saying: “It takes
a thief to catch a thief.” Wow! ChatGPT handed me the following general outline
edited for brevity:
I can
provide you with a general outline of how an essay writing lesson on
freewriting can be conducted inside the classroom while discouraging cheating
and promoting critical thinking skills using the book “The Sun Also Rises” as
the essay assignment topic:
INTRODUCTION
Discuss
the context and significance of “The Sun Also Rises” as a literary work.
Explain that freewriting explores different ideas and perspectives related to
the book.
DEMONSTRATION
Write
a sample prompt on the board and conduct a timed freewriting session. For
example, “What are the major themes in ‘The Sun Also Rises’? What do you think
Hemingway is trying to convey through these themes?”
GROUP
FREEWRITING
Divide
the students into small groups and assign them a prompt related to the book.
For example, “What are your thoughts on the character of Jake Barnes in ‘The
Sun Also Rises’?” Set a time limit of 10-15 minutes for the freewriting
session. Encourage students to share their ideas and thoughts with their group
members after the session.
INDIVIDUAL
FREEWRITING
Assign
students a prompt related to the book to write individually. For example, “How
does the portrayal of masculinity in ‘The Sun Also Rises’ reflect the societal
norms of the time?” Give them 15-20 minutes to complete the freewriting
session. Encourage them to explore their ideas freely without worrying about
grammar, spelling, or structure.
REVISION
After
the freewriting session, have students revise their writing and develop a more
polished piece. Emphasize the importance of original thought and critical
thinking in their revisions. Encourage them to incorporate new insights and
ideas that came up during the freewriting session.
PLAGIARISM
PREVENTION
Remind
students that using AI writing technology like ChatGPT to generate their
outputs is cheating and goes against the principles of academic integrity.
Explain to them that their final output should be their original work, not a
product generated by a machine.
FEEDBACK
AND EVALUATION
Provide
feedback and evaluation on the students’ final outputs, emphasizing the
importance of original thought, critical thinking, and academic integrity.
“ChatGPT
will be brutal in classrooms where writing is ‘assigned’ rather than ‘taught’,”
wrote Brett Vogelsinger of Education Week.
By the
standards of ChatGPT’s general outline on freewriting conducted inside the
classroom to discourage cheating and promote critical thinking skills, we may
refashion the above statement as follows:
“ChatGPT will be a valuable
asset in classrooms where writing is taught rather than merely assigned.”
Head still photo courtesy of
freepikdotcom