Writing an Essay of Personal Philosophy

Spending Time With the Ancients, the Poets and the Prophets—and ChatGPT

Jeff and I have begun to interrogate his syllabus. The seminar is beginning in a matter of days, and there is still a lot to do. Jeffrey has set aside a chunk of time to work on a thematic meta-organizer to pull the course together into a bundle of joy. Here’s a problem I want to raise: The level of challenge of the readings is extremely high even for students entering the university with AP credits, a strong GPA, and strong SAT scores. Recent work in college-level reading has focused on the benefits of supporting readers in acquiring a taste for the exquisite pleasure of textual difficulty, something that can be accomplished in a seminar setting, I believe. But the difficulty ought to be within reach.

I return to the image of Jeffrey swimming alone in the ocean. He recounted for us in his podcast on ltRRtl how it felt at the beginning of his doctoral program in Religious Studies at UC Santa Cruz—correct me if the program name is incorrect Jeff. He was adrift in a sea, and then he reached out and he found Homer and he had a place to grab hold of. Next the Bible floated into view, and he was buoyed up for a lifetime of swimming in the same waters. I argue that these seminar students may not even be aware they’ve jumped in an ocean.

One way to capitalize on this metaphor, swimming in an ocean on the lookout for anchor texts, is to introduce the signature assignment for the course at the first meeting. To that end, I sought assistance from the bot in helping me flesh out an idea to try on with Jeff.

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- user: Part 2: I’m a student in a General Education seminar tasked with reading an assortment of literary, historical, cultural and religious texts from the Western world, China, and India predating the 15th century. My signature assignment is to write an essay of 2,500 words communicating my philosophy of the relations between the ancient and modern world. I’m wondering how the word philosophy is being used in this context.

 - robot: In the context of your assignment, the term "philosophy" refers to your personal perspective or approach towards understanding the relations between the ancient and modern world. It involves critically reflecting upon and analyzing the diverse literary, historical, cultural, and religious texts from the Western world, China, and India predating the 15th century, and formulating your own ideas and viewpoints about their significance and relevance to the modern world. Your philosophy in this essay will outline your beliefs, theories, and interpretations regarding the connections, influences, and impact of the ancient world on the modern world, and how these perspectives can be applied in contemporary contexts.

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As I read this output, I’m struck by the burden it places on the learner. Many students may never have written a serious academic paper of this length requiring allusions and quotes from texts read over an entire semester. The assignment provides a clear objective for each individual. Further, it requires individual research into the post-15th century world apart from the assigned reading. And it requires application to the here and now.

It remains to be determined how this assignment might map onto the seminar calendar, but it’s clear that students need periodic check ins in seminar to discuss their processes and progress toward the signature assignment. The final two class meetings, including the final exams, could require each student to transform the personal philosophy into a 6-8 minute speech. This calendar might crowd Dante a bit.

Once I began to discern the level of challenge of the readings and the instructional power of asking for bona fide personal philosophies as the signature assignment, I became curious to see what the bot might say about trimming the reading assignments.

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- user: We have quite an extensive reading list. I’m expected to refer to every text we were assigned at least once in the signature essay in a meaningful way. That means I need to start paying attention to this assignment from the first day of class. I need to get organized. What do you suggest?

 - robot: Getting organized and staying on top of your extensive reading list is crucial for successfully completing your assignment. Here are some suggestions to help you with this task:

1. Create a reading schedule: Break down the reading list into manageable chunks and create a schedule to cover each text within a set timeframe. Allocate specific time slots for reading and stick to the schedule as much as possible.

2. Take notes: While reading each text, take notes on key ideas, significant quotes, and any connections you make to other texts or themes. This will help you remember important points and make it easier for you to refer back to specific information when writing your essay.

3. Use a tracking system: Use a tracking system to keep an overview of which texts you have read, and mark off completed readings as you go. This could be a simple checklist or a digital tool like a spreadsheet or a task management app.

4. Organize your notes: Keep your notes organized by text or theme. This will allow you to easily access and review specific information when you need to refer back to a particular text.

5. Consider forming study groups: Collaborate with peers in your class by forming study groups. Discussing the texts with others can help you gain different perspectives, deepen your understanding, and identify connections between different readings.

6. Stay engaged in class discussions: Actively participate in class discussions about the assigned texts. Engaging with your peers and instructor will enhance your comprehension of the material and provide further insights for your essay.

Remember, staying proactive and consistent in your reading and note-taking habits will greatly contribute to your organization and understanding of the texts, ultimately aiding you in writing your essay effectively.

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Beginning the seminar by providing direct instruction in strategies for managing the reading load could pay dividends. By week two students could be tasked with returning to the seminar with a personalized reading calendar for the first, say, four weeks of the course. The instructor could provide suggestions for taking and organizing notes using the key themes of as column headers and the specific readings in the cells of a matrix.

Students could form study groups to last for four weeks with the expectation that they will meet twice per week for at least 45 minutes in a bot-infused online study group. The first day of seminar would provide an opportunity for them to connect online in a study group as preparation for their meetings during the upcoming week.

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I gave the bot Jeff’s list of reading assignments, a detailed and specific set of texts that map onto his list of required materials available from the library or online. He recommends texts that are available in hard copy, if memory serves. The bot approved:

- robot: The reading schedule seems well-structured and covers a diverse range of texts. However, there are a few suggestions I would make:

1. Consider adding more time for discussion and reflection after each set of readings. This will allow students to engage with the material and exchange ideas.

2. It might be beneficial to spread out the readings from the Bhagavad-Gita over two sessions instead of one. This will give students more time to absorb the teachings and facilitate a deeper understanding.

3. For the Plato and Aristotle section, you could allocate more time for the Republic readings. Books 8 and 9, in particular, can be quite dense and may require more attention.

4. It could be helpful to assign specific sub-sections or chapters from the Qur'an for each session, rather than grouping multiple suras together. This will enable focused discussions on particular themes or concepts.

5. Allocate additional time for discussion and reflection after reading Dante's Inferno. This epic poem can be complex and discussing it in detail will be beneficial for student comprehension.

Overall, the calendar appears well-organized, but considering these suggestions may enhance the learning experience for students.

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Based on the bot’s suggestions, it appears that Plato is going to be a heavy lift for students. In conjunction with the challenges of Dante, the final weeks of the course could blow a fuse among some of the readers. The effect may be subtle, but real—that feeling that you really would love to have the luxury of reflecting on this really powerful stuff, but there’s just too much to do. Something has to give. Anticipating the possibility of this fuse blowing could lead to preemptive planning.

This could be a place to provide structured protocols involving the bot, some in class, some in the online bot discussion groups. Carefully sequenced lectures to fill in gaps created by excising complex passages from the reading load would help. Jeff is much better positioned than I to make this call, given his years of experience with teaching these texts.

I also think that reserving the final two class periods for students to give formal speeches drawn from their papers could release any frustration among the learners be showing them in their own work how far they came. It might require cutting back on some readings.

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So I asked.

- user: Does the reading list appear overly ambitious given these purposes?

- robot: Given the range of texts and the learning objectives mentioned, the reading list may indeed appear overly ambitious. It includes religious and spiritual texts from diverse traditions, which often require substantial time and effort for thorough understanding and analysis. Students may find it challenging to deeply engage with and comprehend all the texts within the allocated time frame. It might be beneficial to prioritize and select key passages or texts that will best serve the intended learning objectives.

- user: What would the impact on the course be if we eliminated the inferno from the list?

- robot: If the Inferno by Dante Alighieri were eliminated from the reading list, it would have the following impact on the course:

1. Less exposure to allegorical and moral themes: The Inferno is known for its vivid depiction of Hell and its exploration of allegorical and moral themes. By removing it, there would be a loss of opportunity to delve into these concepts in-depth.

2. Reduced understanding of Dante's Divine Comedy: The Inferno serves as the first part of Dante's larger work, the Divine Comedy. Excluding it would result in a gap in understanding the overall structure, themes, and character development that span across the entire trilogy.

3. Diminished cultural and historical context: The Inferno is a significant piece of Italian literature and provides insight into the political, social, and cultural context of Dante's time. Removing it would result in a less comprehensive understanding of the cultural backdrop that influenced the work.

4. Potential loss of comparative analysis: The Inferno often serves as a basis for comparison with other texts and works. Its elimination might limit opportunities for comparative analysis and discussions within the course.

The bot was not going to make this easy.

- user: Can you find cuts in reading assignments earlier in the list to free up two of the weeks now allocated to Dante?

- robot: Without the specific information about the texts on the list, it's challenging to suggest precise cuts. However, here are some general strategies to consider:

1. Identify texts that may have overlapping themes or content: If there are texts on the list that cover similar ideas or concepts to those explored in the Inferno, you could potentially remove one of those texts to free up time for Dante's work.

2. Consider condensing or summarizing certain texts: Look for longer texts that could be condensed or summarized without sacrificing the essential messages or concepts. By doing so, you can save time without completely eliminating a text.

3. Prioritize essential texts: Analyze the learning objectives of the seminar and identify the most crucial texts that align with those objectives. Focus on preserving those texts and consider removing or reducing the less central ones.

Remember, it is important to carefully consider the implications of cutting any texts and to review the specific texts on the list to ensure you maintain a balanced and comprehensive reading selection.

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To reaffirm the position the bot took earlier with respect to the level of challenge, I asked again:

- user: If you were thinking about the design of this reading list for highly capable high school graduates entering college with a background of AP course work, how challenging is this reading list as it stands right now?

- robot: As it stands, the reading list may be considered challenging for highly capable high school graduates with a background of AP coursework entering college. The inclusion of diverse religious and spiritual texts, along with classics like the Inferno, suggests a higher level of complexity and depth in the readings. The critical analysis and interpretation required for these texts may pose a significant academic challenge for students.

- user: Given that we can’t change the nature of literature pre-15th century, we can’t change the core focus of the seminar, beyond consolidating the reading list and assignments, what other suggestions do you have to scaffold the challenges?

The bot provided a list of scaffolds, none of them earthshaking, but the final suggestion aligning with my emerging belief that the best defense against the bot as an agent of plagiarism is to make writing assignments that inescapably require individual thinking:

-robot: Assign writing assignments: Include writing assignments that require students to synthesize their understanding of the texts and express their own interpretations. This helps develop their analytical and critical thinking skills while encouraging them to engage deeply with the material.

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Understanding ever more clearly the central role of peer-to-peer work especially in this seminar, I finally found an opening to ask:

- user: Regarding specifically the theme of peer collaborations, can use suggest strategies for integrating ChatGPT into this theme?

- robot: Certainly! Here are some strategies for integrating ChatGPT into the theme of peer collaborations:

1. Online Discussion Forums: Create a dedicated online discussion forum using ChatGPT where students can engage in peer collaboration. They can discuss the assigned readings, share insights, ask questions, and offer feedback to each other.

2. Collaborative Projects: Assign collaborative projects that require students to work together using ChatGPT as a communication tool. They can collaborate on research papers, presentations, or creative assignments, leveraging ChatGPT to brainstorm ideas, discuss progress, and share drafts.

3. Debate and Discussion Sessions: Organize debate or discussion sessions where students can take part in simulated conversations or arguments using ChatGPT as a tool for dialogue. This can help them practice critical thinking, presenting arguments, and engaging with different perspectives.

4. Group Problem-Solving: Assign problem-solving tasks or challenges that require students to work in groups, using ChatGPT to collaborate and find solutions. This can enhance their teamwork skills and encourage them to think creatively.

Remember to establish guidelines and provide clear expectations for respectful and productive peer collaborations, and also remind students to critically evaluate and fact-check the responses generated by ChatGPT.

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Nuts and bolts are crucial:

- user: How would I create #1 above

- robot: To create an online discussion forum for peer collaboration using ChatGPT, you would need to set up a platform or website where students can interact with each other and with the chatbot. Here are some steps to get started:

1. Choose a platform: Select a platform that allows for interactive chat functionality. This could be

- user: How would I created #1 above

- robot: To create an online discussion forum for peer collaboration using ChatGPT, you can consider following these steps:

1. Choose a platform: Select a platform or online forum software that supports interactive discussions. There are various options available such as Discourse, MyBB, and phpBB.

2. Set up the platform: Set up the chosen platform on a web server or use a hosting service that supports the software. Follow the installation instructions provided by the platform.

3. Customize the settings: Configure the discussion forum according to your needs. Set up user registration, moderation rules, and privacy settings.

4. Integrate ChatGPT: To integrate ChatGPT, you can make use of the OpenAI API. You will need to follow the integration documentation provided by OpenAI to connect ChatGPT with your discussion forum.

5. Test and optimize: Once the integration is complete, test the functionality of ChatGPT within the platform. Ensure that it is working smoothly and meeting your expectations. Make any necessary adjustments or optimizations.

6. Communicate guidelines: Establish clear guidelines for student participation and engagement in the discussion forum. Communicate these guidelines to the students, explaining the purpose of the forum and how it supports their peer collaboration.

7. Monitor and facilitate: Regularly monitor the forum to ensure appropriate usage and resolve any issues that may arise. Encourage students to actively participate, ask questions, and engage in meaningful discussions.

Remember to consider privacy and security measures to protect student data and ensure a safe online environment for collaboration.

- user: What support can professors in universities expect for creating online discussion forums using ChatGPT?

- robot: Professors in universities can expect support for creating online discussion forums using ChatGPT in the following ways:

1. Technical guidance: Professors can receive technical support and guidance on setting up the online discussion forum. This may include assistance with platform selection, installation, configuration, or troubleshooting any technical issues that may arise.

2. Training and resources: Universities may provide training sessions or workshops on how to effectively integrate ChatGPT into online discussion forums. This can include best practices for facilitating discussions, promoting active participation, and managing the chatbot interactions.

3. IT support: If the university has an IT department or a dedicated support team, professors can seek assistance from them for any technical or infrastructure-related requirements, such as server setup, security considerations, or scalability.

4. Collaboration with instructional designers: Instructional designers and educational technology specialists can collaborate with professors to develop pedagogically effective strategies for incorporating ChatGPT into online discussions. They can offer insights, recommendations, and expertise on designing engaging and interactive learning experiences.

5. Community forums and peer support: Professors can benefit from online communities, discussion groups, or professional networks where they can connect with peers who have experience in utilizing chatbots or AI-based technologies in their teaching. This can provide a platform for sharing ideas, asking questions, and seeking advice from others who have already implemented similar initiatives.

It's important to note that the availability and extent of support may vary depending on the specific institution and its resources. Professors should reach out to their respective university's instructional technology or support departments to inquire about the specific support available for integrating ChatGPT or other AI tools into their teaching.

- user: I’m recommending for now that university professors who are inexperienced with ChatGPT revise their writing assignments in general education. Assignments that position students on display to prove their ability to think critically and organize information invite bot plagiarism. Assignments that position students as reflective thinkers building their own perspectives disincentive the bot. That way, professors can argue that the bot cannot write their essays. On the other hand, using the bot in a sanctioned and online monitored discussion group focused on specific reading assignments could be very productive. Analyze my logic.

- robot: Your logic seems sound and prudent. Revising writing assignments in general education courses to focus on student reflection and critical thinking, rather than simply proving their ability to organize information, can help mitigate the risk of bot plagiarism. By designing assignments that emphasize the development of students' own perspectives and encourage thoughtful analysis, professors can ensure that the bot is not being used to write their essays.

Integrating ChatGPT in a sanctioned and online monitored discussion group, specifically focused on specific reading assignments, can indeed be highly productive. This approach leverages the strengths of the bot in facilitating collaborative discussions among students, where they can engage in deep analysis, exchange ideas, and benefit from the insights provided by ChatGPT in a controlled environment.

Overall, your recommendation demonstrates a thoughtful approach to leveraging ChatGPT while proactively addressing concerns related to academic integrity.

- user: What about students? How will they benefit?

- robot: Students can benefit in several ways from revised writing assignments in general education courses that prioritize critical thinking and reflection:

1. Development of higher-order thinking skills: By shifting the focus from surface-level organization to critical thinking, students have the opportunity to develo

- user: What about students? How will they benefit?

- robot: Students can benefit in several ways from revised writing assignments in general education courses that prioritize critical thinking and reflection:

1. Enhanced critical thinking skills: By focusing on assignments that encourage students to think critically and reflect on their ideas, students can develop and strengthen their ability to analyze, evaluate, and synthesize information.

2. Deeper engagement with the material: Writing assignments that promote critical thinking and reflection can help students engage with the course material on a deeper level. They are more likely to actively analyze concepts, make connections, and develop a deeper understanding of the subject matter.

3. Improved communication skills: Assignments that emphasize critical thinking and reflection often require students to articulate their thoughts and ideas more effectively. This can lead to improved written communication skills, which are valuable both in academic and professional settings.

4. Personal growth and self-awareness: By encouraging students to reflect on their own thoughts, experiences, and biases, these assignments can promote personal growth and self-awareness. Students may gain a deeper understanding of their own perspectives and learn to consider alternative viewpoints.

5. Transferable skills: The development of critical thinking, reflection, and effective communication skills are transferable to other courses and contexts, as well as to students' future careers and personal lives.

Overall, revised writing assignments that prioritize critical thinking and reflection can empower students to become active learners, foster a deeper understanding of the material, and cultivate skills that are valuable in various aspects of their lives.

- user: You didn’t address benefits for students from participating in bot-infused online discussion groups.

- robot: Apologies for overlooking that aspect. Students can indeed benefit from participating in bot-infused online discussion groups in the following ways:

1. Increased engagement: Integrating bots like ChatGPT into online discussion groups can make the experience more interactive and engaging for students. The bots can provide real-time responses, sugges

- user: You didn’t address benefits for students from participating in bot-infused online discussion groups.

- robot: Apologies for the oversight. Students can benefit from participating in bot-infused online discussion groups in the following ways:

1. Enhanced critical thinking and problem-solving skills: Interacting with bots like ChatGPT in online discussion groups can provide st-

- user: Take a breath. Try again. If you can’t get there I’ll try again later.

- robot: I apologize for the confusion. Here are some potential benefits for students from participating in bot-infused online discussion groups:

1. Expanded perspectives: Bots like ChatGPT can provide different viewpoints and perspectives, allowing stu

- user: Ok.

- robot: I apologize for any confusion caused earlier. If you have any further questions or need assistance with anything else, feel free to let me know.

- user: Go to sleep now friend.

- robot: Thank you for your consideration. If you have any more questions in the future, feel free to reach out. Have a good day!