Comment by waffletower

This is such a naive, simplistic, distrusting and ultimately monastic perspective. An assumption here is that university students are uncritical and incapable of learning while utilizing AI as an instrument of mind. I think a much more prescient assessment would be that presence of AI demands a transformation and evolution of university curricula and assessment - and the author details early attempts at this -- but declares them failures and uncritical acquiescence. AI is literally built from staggeringly large subsets of human knowledge -- university cultures that refuse to critically participate and evolve with this development, and react by attempting to deny student access, do not deserve the title "university" -- perhaps "college", or the more fitting "monastery", would suffice. The obsession with "cheating", the fallacy that every individual needs to be assessed hermetically, has denied the reality (for centuries) that we are a collective and, now more than ever, embody a rich mass mind. Successful students will grow and flourish with these developments, and institutions of higher learning ought to as well.