My students think it’s fine to cheat with AI. Maybe they’re onto something.

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To save the humanities, we need to rethink our assumptions about AI — and education.

Editor’s note, September 6, 8 am ET: We’re bringing you some of our best-loved Your Mileage May Vary columns while Sigal Samuel is on parental leave. The one below was originally published last year.

This unconventional advice column offers you a unique framework for thinking through moral dilemmas. It’s based on value pluralism: the idea that each of us has multiple values that are equally valid but that often conflict with each other. Submit your own question here.

I am a university teaching assistant, leading discussion sections for large humanities lecture classes. This also means I grade a lot of student writing — and, inevitably, see a lot of AI writing too.

Of course, many of us are working on developing assignments and pedagogies to make that less tempting. But as a TA, I only have limited ability to implement these policies. And in the meantime, AI-generated writing is so ubiquitous that to take course policy on it seriously, or even to escalate every suspected instance to the professor who runs the course, would be to make dozens of accusations, some of them false positives, for basically every assignment.

I believe in the numinous, ineffable value of a humanities education, but I’m also not going to convince stressed 19-year-olds of that value by cracking down hard on something everyone does. How do I think about the ethics of enforcing the rules of an institution that they don’t take seriously, or letting things slide in the name of building a classroom that feels less like an obstacle to circumvent?

I know you said you believe in the “ineffable value of a humanities education,” but if we want to actually get clear on your dilemma, that ineffable value must be effed!

Looking at the modern university, one might think the humanities aren’t so different from the STEM fields. Just as the engineering department or the math department justifies its existence by pointing to the products it creates — bridge designs, weather forecasts — humanities departments nowadays justify their existence by noting that their students create products, too: literary interpretations, cultural criticism, short films.

But let’s be real: It’s the neoliberalization of the university that has forced the humanities into that weird contortion. That’s never what they were supposed to be. Their real aim, as the philosopher Megan Fritts writes, is “the formation of human persons.”

In other words, while the purpose of other departments is ultimately to create a product, a humanities education is meant to be different, because the student herself is the product. She is what’s getting created and recreated by the learning process.