I’m Begging You: Never Write With A.I.; The New York Times, August 4, 2026

 BRET STEPHENS, The New York Times; I’m Begging You: Never Write With A.I.

"This column isn’t so much an argument as it is a plea: Don’t use artificial intelligence to help you write. Never let A.I. do your writing for you.

Don’t use it for school papers, work briefs, letters to your in-laws, speeches at your company gathering or emails (however perfunctory) to your colleagues or friends. Don’t let it organize your notes. Don’t let it suggest an opening sentence, a segue or a closing paragraph. Don’t ask it to write a first draft and pretend that editing that draft somehow makes it your own. It doesn’t.

Do none of these things not because they are unethical. Writing with A.I. is unethical when it’s a deception: when you pass off words, ideas and information as your own when they aren’t. An acknowledgment can largely address the problem. Do none of these things, either, because you might be able to learn to write better than an A.I. can. Pretty soon, if not already, you won’t, just as you can’t outrun a car or outplay a chess app.

The problem with writing with A.I. is that it’s mentally enfeebling — an escalator toward a result when you really need to make a daily habit of taking the stairs. As it becomes ubiquitous, it undermines not only our individual ability to write but also a society’s collective ability to reason, a culture’s inner capacity to create and everyone’s reason to care. We’re already reckoning with the well-documented decline of reading; A.I. is accelerating the decline of writing, ushering us further into what The Atlantic’s Rose Horowitch calls our “postliterate age...

A recent examination using A.I.-detection technology of 100 doctoral dissertations found that 56 percent of them contained “more than negligible” A.I.-generated writing and 19 percent had “more than 50 percent A.I.-generated text.” Anecdotal stories from college professors have a finger-in-the-dike feeling with regard to their efforts to hold back the flood of A.I.-generated student papers. It’s easy to treat the problem as one of mere cheating. But cheating doesn’t capture the real scope of the A.I. threat, which isn’t merely to academic integrity or personal betterment but also to democratic self-governance."

EXAMINING THE WORKS OF C.S. LEWIS: CRITICAL THINKING AND ETHICS; United States Air Force Academy, August 26, 2024

Randy Roughton, U.S. Air Force Academy Strategic Communications , United States Air Force Academy; EXAMINING THE WORKS OF C.S. LEWIS: CRITICAL THINKING AND ETHICS

"Twentieth-century author C.S. Lewis’s books dominate the top shelf in Dr. Adam Pelser’s office. Pelser, who was recently recognized as an Inaugural Fellow of the Inklings Project, has used Lewis’ work to teach critical thinking skills and ethics in his Department of Philosophy course since 2018...

Reading with a critical eye

In Pelser’s course, cadets evaluate and discuss the philosophical arguments and themes in some of Lewis’s most influential non-fiction books and essays. They also observe how Lewis interacted with the philosophers and philosophies of his era, including the Oxford philosopher Elizabeth Anscombe, and the most noteworthy philosophers in history such as Aristotle, Plato, Immanuel Kant and David Hume.

Cadets read a series of Lewis books and learn to approach them with “a critical eye,” Pelser said. Like their professor, the cadets can raise their objections to Lewis’s arguments and study how the author interacted with his era’s other great thinkers...

Pelser has four goals for each course. First, he wants to deepen an understanding of the philosophical themes in Lewis’ writings. Second is a deeper understanding of the historical and contemporary philosophical influences on Lewis’s thought. The third goal is for cadets to learn to identify and summarize theses and arguments in philosophical texts. Finally, he wants each cadet to write and think through arguments carefully and clearly.

“A major critical thinking component is the dialogue in class when we push each other and challenge ideas,” Pelser said. “That is an important skill they learn in our course.”"