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8 Current Res. J. Soc. Sci. & Human. 1 (2025)

handle is hein.journals/crjssh8 and id is 1 raw text is: ISSN: 2581-8422, Vol. 08, No. (1) 2025, Pg. 01-14 Current Research Journal of Social Sciences and Humanities journalofsocialsciences.org Al as an Indicator of the Current Paradigm Shift in Upper-Level Education: Problems and Responses ALBRECHT CLASSEN Department of German Studies, University of Arizona, U.S.A. Article History Received: 07 February 2025 Accepted: 01 April 2025 Keywords Ai-Generated Student Papers; Al in Humanistic Research; Al as an Aide; Al as a Threat; Critical Writing; Textual Analysis. Introduction This paper approaches and evaluates the new role which Artificial Intelligence (AI) has assumed in the last few years with respect to advanced, academic education focusing on the issue of creative and critical writing. To assess solidly what Al might really mean in practical terms, I will first reflect on technology and pedagogy at large, then consider previous innovations that have affected education, to turn subsequently to the specific concerns ofAl and academic writing. Based on practical experiences and experiments and on theoretical reflections, the argument points out the considerable dangers of Al for the intellectual development of students who really have to work on their own to develop critical thinking. This is not to say that we should reject Al altogether since we all have used it already in many different fashions whether we are familiar with Al or not. We are in a very fluid environment currently, and there might be many areas in advanced education CONTACT Albrecht Classen r aclassen@arizona.edu 9 Department of German Studies, University of Arizona, U.S.A. © 2025 The Author(s). Published by Enviro Research Publishers. This is an a Open Access article licensed under a Creative Commons license: Attribution 4.0 International (CC-BY). Doi: https://dx.doi.org/10.12944/CRJSSH.8.1.01 Abstract Everyone involved in teaching at virtually all levels faces fundamental challenges today because of Artificial Intelligence (Al) which is already with us and cannot be wished away. Instead, it causes a paradigm shift, and the crucial question is not whether we can block Al or not, whether we should employ it in teaching or not, but rather how we individually and collectively respond to its impact in the educational environment. Neither students nor instructors are fully cognizant of what the future will bring in terms of technology, but we must think critically about the role of Al now and question ourselves whether it is a useful aid or a dangerous robot undermining our own creativity and ability to think independently. This paper focuses primarily on critical writing skills that are a fundamental component of advanced education in the Humanities and where the use of Al can have devastating consequences. I cannot assess the technical side ofAl forteaching, but the samples used as a basis forthis paper allow us to reflect meaningfully on the very essence of educating students in the Humanities, taking into account both pitfalls and advantages promoting the learning experience both with and without Al.

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