{"id":18722,"date":"2023-01-09T15:41:24","date_gmt":"2023-01-09T23:41:24","guid":{"rendered":"https:\/\/www.plato-philosophy.org\/?p=18722"},"modified":"2023-01-09T15:41:25","modified_gmt":"2023-01-09T23:41:25","slug":"incorporating-chatgpt-in-philosophy-classes","status":"publish","type":"post","link":"https:\/\/plato-philosophy.org\/incorporating-chatgpt-in-philosophy-classes\/","title":{"rendered":"Incorporating ChatGPT in Philosophy Classes"},"content":{"rendered":"\n

By Cassie Finley, PhD Candidate in Philosophy, University of Iowa <\/p>\n\n\n\n

Since the launch of ChatGPT <\/a>on November 30th, there has been widespread discussion among educators about what this new technology means for education. OpenAI\u2019s ChatGPT is a large language model, which means that it uses massive amounts of existing written work to generate new writing that mirrors human patterns of language. The result is that a user can ask ChatGPT a question and ChatGPT produces a new, topical, grammatically correct, potentially accurate answer. So, for example, I asked ChatGPT in what ways large language models pose a challenge to education and received the following answer: <\/p>\n\n\n\n

\"Large<\/figure>\n\n\n\n

As ChatGPT said, the general ability to write like a human does not entail the ability to create accurate<\/em> written work. Beyond this concern, though, within educational contexts the most immediate, obvious problem is that because ChatGPT actually creates new sentences, existing plagiarism detectors are useless for determining whether a piece of writing was written by a student or ChatGPT. This raises the practical concern that the majority of existing writing-based assignments, essays, and assessments done outside of class are vulnerable to outsourcing to this technology. However, this technology also raises more fundamental challenges regarding the purpose and value of assignments and assessments, given that seemingly many of these assignments can<\/em> be outsourced to technology. <\/p>\n\n\n\n

Accordingly, ChatGPT has elicited a bit of an existential crisis for education, causing educators to radically adjust course assignment structures. To address the practical concerns, some have proposed moving to oral or in-class exams (both of which seem to be particularly rare in philosophy classes), ultimately avoiding these technological problems by removing contexts wherein students could take advantage of the software. Others intend to use one of the various ChatGPT\/AI-generated-text detectors,<\/a> effectively as supplements to existing plagiarism detection tools, and simply expand course policies to specifically prohibit the use of text-generators. <\/p>\n\n\n\n

However, these suggestions do not really engage at all with the fundamental, conceptual challenge to education by ChatGPT. What is<\/em> the point of having students write something when ChatGPT could write it instead? One suggestion is to actively incorporate ChatGPT into the class structure, analogous to the ways that mathematics courses had to adjust to the invention (and subsequent significant advances) in calculators. For example, because ChatGPT is factually unreliable, instructors might have students ask ChatGPT a research question, then research and fact-check the answer using legitimate, reliable sources. ChatGPT also performs particularly poorly with evaluating its own answers, so I saw one suggestion that students should ask ChatGPT (what would otherwise be) exam questions, then grade and justify the answers based on course content and what the answer should<\/em> have said. Similarly, someone had suggested in a Teaching Philosophy Facebook group that philosophy instructors use ChatGPT\u2019s answers to philosophical questions in class as a way to encourage students to critically evaluate the philosophical limitations of this new technology.<\/p>\n\n\n\n

Following some of these suggestions for explicitly incorporating ChatGPT into the classroom,  I tested it out in two of my philosophy courses. For context, the courses were once-weekly, one-hour, online introductory philosophy classes for students ages 10-13. Prior to the ChatGPT day, we had discussed a variety of philosophical topics including epistemology, personal identity, philosophy of mind, philosophy of time and time travel, ethics, metaethics, and friendship. Having already discussed multiple philosophical questions and potential answers with my students, we spent a class with ChatGPT shared on-screen for all to see, going around asking it various philosophical questions we had discussed within the context of the class already. The goal was to evaluate the responses given what the students had learned over the semester.<\/p>\n\n\n\n

At first, the students were a mixture of excited, impressed, and deeply intimidated by the answers from ChatGPT. One student remarked that they didn\u2019t believe they could ever write anything as good as ChatGPT\u2019s answer! However, with a little reflection and guidance, they realized how often the answers failed to say much of anything. Many of the answers described what “some people may say,” combined strings of weak claims without giving reason to support those claims, or failed to take substantive positions at all\u2013all of which students were quick to realize are precisely some of the most important features of a good philosophical answer. <\/p>\n\n\n\n

With a little guidance, students were identifying the problems and limitations of each answer, instead proposing alternative considerations that ChatGPT should<\/em> have discussed. One question we asked and evaluated that was particularly demonstrative of this philosophical weakness was whether time travel is possible. ChatGPT answered with a few lines about how\u2013\u201caccording to science\u201d\u2013time travel is not possible because we do not have the technology or scientific knowledge that would allow us to time travel. Having spent the semester emphasizing the importance of clarifying language in philosophy and a full class discussing David Lewis\u2019 \u201cParadoxes of Time Travel<\/a>,\u201d the students were well-versed in how the answer depends on what you mean by \u201cpossible;\u201d in one sense, the answer from ChatGPT was correct\u2013as far as we know, it\u2019s not physically possible to travel through time with our current technology. Really, though, that\u2019s not an interesting answer to the question we were asking, since it might be equivalent to saying that at one time it was not possible for people to talk on the phone, since phones didn\u2019t exist. And yet, even attempting to rephrase the question was not going to lead to ChatGPT doing the conceptual work required for distinguishing different senses of \u201cpossibility\u201d because it\u2019s precisely the philosophical creativity that considers the meaning<\/em> rather than just the words themselves that large language models lack. <\/p>\n\n\n\n

Because we had already talked about making conceptual distinctions like this, the students were able to apply their understanding of previous classes\u2019 discussions to evaluate and ultimately articulate better<\/em> philosophical answers than the merely seemingly<\/em> impressive answers from ChatGPT. This, in turn, meant students were able to draw upon the philosophical skills and ideas that they had been developing over the semester to collaboratively engage with and challenge this technology. Since it can often be a challenge of teaching philosophy that students are either overly argumentative or still working on developing the confidence to challenge others\u2019 ideas, I found that this activity was particularly useful for practicing healthy philosophical collaboration, given that the students would build upon one another\u2019s suggestions for what different answers should<\/em> have incorporated. Meanwhile, those who might be less confident to contribute in class out of concerns about not knowing the \u201cright answer\u201d were emboldened to speak up, since the students were already familiar with some ways of answering the questions. Additionally, I think some students\u2019 hesitation to critically engage with philosophical ideas is out of social concerns\u2013that disagreement itself is unkind or likely to hurt another\u2019s feelings. Similarly, some (particulaly introductory) students can be overly deferential towards historical philosophers, which contributes to students\u2019 hesitation to engage critically with those philosophers\u2019 ideas. However, since ChatGPT is neither a \u201cfamous philosopher\u201d nor another person in the class, the corresponding hesitations are not present either, which further enables students to practice engaging critically with more confidence. <\/p>\n\n\n\n

Ultimately, technological innovations often disrupt social practices, which forces us to reflect on the fundamental values underpinning those practices. The fact that ChatGPT has disrupted practices in education provides an opportunity for us to really reflect on the purposes of our assignments and how best to fulfill those goals. As mentioned, there are (surely imperfect) <\/p>\n\n\n\n

technologies that may directly address concerns about new forms of plagiarism and there may be ways to avoid students\u2019 opportunities for abusing this technology, but this is also an opportunity to use this technology to innovate in our classrooms as well. For philosophy in particular, this seems like an opportunity for philosophy instructors to gain traction in demonstrating the value of studying philosophy in virtue of ChatGPT\u2019s limitations; it is that much more salient how philosophy cannot be outsourced to technology. <\/p>\n\n\n\n

<\/p>\n\n\n\n

Feel free to share in the comments how you plan to respond to ChatGPT in your classes!<\/p>\n","protected":false},"excerpt":{"rendered":"

By Cassie Finley, PhD Candidate in Philosophy, University of Iowa Since the launch of ChatGPT on November 30th, there has been widespread discussion among educators about what this new technology means for education. OpenAI\u2019s ChatGPT is a large language model, which means that it uses massive amounts of existing written work to generate new writing … Incorporating ChatGPT in Philosophy Classes<\/span><\/a><\/p>\n","protected":false},"author":177,"featured_media":18724,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[203,195],"tags":[672,119,93,208,70,68,113,674,673],"class_list":["post-18722","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teaching-philosophy","category-wondering-aloud","tag-chatgpt","tag-p4c","tag-philosophy","tag-philosophy-for-children-50","tag-plato","tag-pre-college-philosophy","tag-teachers","tag-teaching","tag-technology"],"yoast_head":"\nIncorporating ChatGPT in Philosophy Classes - PLATO - Philosophy Learning and Teaching Organization<\/title>\n<meta name=\"description\" content=\"Incorporating ChatGPT in Philosophy Classes - a post from PLATO - 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