I would have used it. I was such a lazy student. I mean, I'm a lazy person now. I have to, like,

trick myself into thinking in order to get any writing done today. I still have to, like, kind of

re-engineer a crisis of the sort of the 147 a.m. in the library, I need to get this done kind of thing. I've developed some

capacity to, like, trick myself into thinking the crisis is already upon me when it's not.

I'm totally sympathetic to it. We're all lazy. Things are hard, and hard things cause us to

suffer. And I'm totally sympathetic. sympathetic has nothing to do with contempt for the

students who are attracted to it. Absolutely. And also, like, this is the point I make ad nauseum to

my colleagues. We grew up pre total screen world consciousness too, right? And that is so importantly different.

The computer was still primarily like a work thing, you know?

There wasn't even Wi-Fi when I started university.

It's so important to kind of know alongside of the students.

And so when I was thinking about this big first year class I was teaching that was kind of this entree to the program, so there's students who haven't totally bought in.

Part of my theory of the case, as my pal, Ezra Klein likes to say, for the situation was assuming that it's anxiety and lack of internal sense of purpose and meaning that leads students to use

these tools. It's not about vice, right? It feels personal to you as a professor, I think,

to a significant degree, but it's not. There are these huge structural conditions that are making it make sense for them. And so you

have to try and address it on that level to the extent that you can. The phrase of yours that we've used

previously that AI is not a calculator. I mean, I was thinking when I was in high school and we got our

TI-83s for like calculus class, the big threat was whether we would figure out how to put Tetris on them, right? So they were just like a tool that you could kind of misuse, but it was not like reaching into our souls in a certain way. And I think maybe to get us into some of how you address this problem in the classroom seemingly pretty successfully this

past semester. What was AI doing to your students at a deeper level? So we know it's like a problem

in this technical sense, right? Like in terms of how students are approaching assignments,

doing the tasks they're supposed to do, affecting their learning, go deeper than that, you know,

because your solution, I think, is pulling on things like earnestness, eros, right?

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