The article explores the impact of AI language models on the relevance of philosophy as a field of study. It questions whether the fundamental skills developed through studying philosophy can be replaced by the capabilities of these advanced technologies. In the context of higher education, where students often need to understand the significance of engaging deeply with philosophical texts, the article highlights concerns that many may opt for the easier path of utilizing AI-generated content instead of grappling with complex arguments themselves.

The discussion emphasizes that a university introduction to philosophy should elucidate the reasons why students should invest effort in the discipline. With many students potentially drawn to the convenience that AI models offer—allowing them to sidestep rigorous intellectual engagement—there’s a growing concern about how such practices could diminish critical thinking and analytical skills that are central to philosophical inquiry. The article suggests that the ability to think critically and construct arguments is not easily replicated by AI, making philosophy still vital in developing these competencies.

Ultimately, the article raises important implications for both educators and students. It underscores the need for philosophy courses to adapt and clarify their objectives in the face of technological advancements. As students contemplate relying on AI for easy solutions, the value of engaging in deep intellectual work and the potential risks of an over-reliance on technology in academic settings come into focus. The conversation invites a broader reflection on the intersection of technology, education, and the humanities.