A weekly collection of articles, research, and emerging perspectives on artificial intelligence and education, curated from our Dean’s reading. The digest highlights ideas and developments that invite reflection on how AI is reshaping teaching, learning, and higher education.
This week’s theme is guarding the hard parts. As the semester opens, institutions are deciding — in memos, committee reports, and syllabi — which pieces of thinking must remain effortfully human. Chicago’s social-sciences Core goes fully analog in the same term its students receive free Claude accounts; MIT answers with redesign rather than retreat; the New York Times asks what is lost when students stop writing; and a high-school English teacher offers the most usable classroom rules we’ve seen. David Brooks supplies the aphorism for all of it — when intelligence is plentiful, volition is valuable — and Stanford’s updated labor data shows the market is already pricing that scarcity.
Have you come across an article, book, podcast, research paper, or other resource that has changed the way you think about AI and education?
Share it with us. Your recommendation may be featured in a future edition of the AI in Education Reading Digest.