Explain the Business Yourself

One of my students in Spring 2026, at the conclusion of our class discussion, asked me a simple question: “Do you think A.I. is good or bad?” They were asking because I had recently inveighed against the usefulness of artificial intelligence and how it would lead to the deterioration of the critical thinking skills that any liberal arts institution should aim to cultivate. A major writing assignment was due soon, and the student was worried because they had used A.I. to help them generate ideas. Were they in the wrong? Was I incorrect for being against it?

This moment reminded me of the third chapter of Benedict’s Rule, on how to take counsel with the brothers, where he claims, “The reason why we have said all should be called for counsel is that the Lord often reveals what is better to the younger” (3.3). Once the Abbot has considered everyone’s position, he is then asked to turn the matter over in his mind and make the wisest possible decision.

My position on artificial intelligence is clear, in that I think it may be a useful tool for rudimentary tasks, if it enables us to have additional time to pursue what brings us joy. That position has led to several conversations with students about my policies and I think it speaks to how we, at times, may shrink back from what appears to be a challenge from students when they ask for our rationales. However, I see it as an opportunity to think alongside students to give them a sense of what my priorities are for myself, and for them.

In that class, I tried to convey to the student, and his colleagues, that part of what makes us human is that we must struggle with choices and make those decisions. If that student wants to continue to use artificial intelligence to outline and brainstorm, I cannot stop them, I can only caution them against the temptation to rely on it too much. Much like the Abbot leading the counsel, we can take the advice and ideas of others, but we must make the decision that works best for ourselves and our community. The key is deliberating with an open mind and heart, and understanding that our vulnerability as professors, and people, is what makes the experience of the university worthwhile.

Artificial intelligence thoughtlessly aggregates information based on algorithms and data points that we cannot see. The Abbot, conversely, must keep in mind that "just as it is proper for disciples to obey their master, so it is becoming for the master on his part to settle everything with foresight and fairness" (3.6). Be it artificial intelligence, cheat sheets, cue cards, or any other tool that students leverage to attempt to succeed in higher education, we should be willing to listen to what students have to say, and the implied question that emerges behind the question they have explicitly asked.