Last Sunday I listened to the ABC radio program The Minefield hosted by academics Scott Stephens and Waleed Aly. The Minefield is a thoughtful exploration of social, cultural, and ethical issues which make up the complexities of our modern world. This week’s program entitled ‘If chatbots are polluting the commons of human communication, what are the moral consequences?’ centres on the considerable human costs associated with artificial intelligence on our social, cultural and educational fabric. Often the two commentators – Stephens and Aly – are quite diametrically opposed in their thinking. However, this week, both academics were urging an intelligent and moral response. Instead of being seduced by promises of convenience and efficiency, they privileged the preservation of critical and creative thinking, cognitive rigour, and a rich interior life. 

Two comments made by Stephens on The Minefield were particularly relevant. One was in reference to ‘the terror some people feel when confronted with a blank page’. The other comment concerned the ‘intellectually indispensable moment’ when one manages to put text down on this blank page. Whilst ‘terror’ is a strong term, I certainly remember the angst felt when waiting for inspiration, pen in hand and a blank page looking back at me. I also remember though the incredible exhilaration when suddenly the ideas and words started to flow, and my opening paragraph appeared on the page. A quick response to this momentary discomfort today – in classrooms and in workplaces – often results in letting AI do the writing for you. Stephens and Aly urge educators to think smarter than this.

Writing pedagogies have improved over the years, and teachers are encouraged to give students multiple opportunities to engage in low stakes writing activities regularly in all curriculum subjects. My Year 9 English class write at the beginning of every lesson and the benefits of this, along with the reading of quality literature, has resulted in the creation of confident and competent writers who use language to convey ideas and emotions with power and precision. This regular writing practice, fuelled by reading good writers and being exposed to quality teaching, has enabled these students to see themselves as writers capable of sophisticated thought and creativity. The vast text production industry is a mediocre substitute for such acquired knowledge, skill development and collective self-efficacy.  

Clare Murphy

English Coordinator and Literacy Instructional Coach