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Ethics & Policy

An Ethics Expert’s Perspective on AI and Higher Ed

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As a scholar deeply immersed in both technology and philosophy, James Brusseau, PhD, has spent years unraveling the complex ethics of artificial intelligence (AI).

“As it happens, I was a physics major in college, so I’ve had an abiding interest in technology, but I finally decided to study philosophy,” Brusseau explains. “And I did not see much of an intersection between the scientific and my interest in philosophy until all of a sudden artificial intelligence landed in our midst with questions that are very philosophical.”

Some of these questions are heavy, with Brusseau positing an example, “If a machine acts just like a person, does it become a person?” But AI’s implications extend far beyond the theoretical, especially when it comes to the impact on education, learning, and career outcomes. What role does AI play in higher education? Is it a tool that enhances learning, or does it risk undermining it? And how do universities prepare students for an AI-driven world?

In a conversation that spans these topics, Brusseau shares his insights on the place of AI in higher education, its benefits, its risks, and what the future holds.

What is AI’s place in higher education?

I do have an opinion on higher education and AI, and it’s controversial, but on this matter, all opinions are controversial. I think, at this point, it’s my instinct to say that AI—more than anything else—is just a tool. That is, I do not think it is capable of producing thought as you and I do.

For example, when you look at AI-generated art, there’s always some little tell that it’s machine-made. There’ll be six fingers on a hand, or it’s too perfect, or too symmetrical. The human eye can detect when AI has created art. And I think that of course AI will constantly get better, but I think there will always be that sense that you and I will have that an artificial intelligence has created art.

I think that if AI alone is the professor, then the knowledge students get will be imperfect in the same vaguely definable way that AI art is imperfect.

And I think that that’s also true for knowledge—knowledge about philosophy, about journalism, knowledge about the kinds of things we teach at Pace. I think that if AI alone is the professor, then the knowledge students get will be imperfect in the same vaguely definable way that AI art is imperfect.

My broad opinion is that AI is just a tool. It’s not actual intelligence itself. And for that reason, its effects in higher education will be somewhat limited, though I think that in a couple of ways, they’ll be very significant.

What are some of the benefits of integrating AI in learning?

AI, at least in my experience, allows us to learn about things very quickly. I mean, I just know in my professional work, I’m asking fairly specialized questions.

For example, I’m writing a paper now about art and creativity, and I was writing about an author called Walter Benjamin, who is a fairly narrowly known philosophical writer, and I asked ChatGPT a very specific question about what this author thought about a specific painting, and it gave me a good answer. And I checked a book I have on the author to make sure, and it was right.

So one thing that AI will do is provide very specific and personalized information for students and professors very quickly.

What are some of the concerns about AI in higher education?

I think that is fairly clear: It’s the over-reliance on AI. I have already seen students relying on it for their work. Sometimes students forget that professors, like me, were also students once in the past. And so, they don’t imagine that when I write an exam, I might give that exam to ChatGPT to see what ChatGPT says. And then when the student does the same thing, right away I can see that they have used AI, because I got almost exactly the same answer from ChatGPT.

I think that the risk of AI is that the students will become sloppy, they will become careless. They will let AI, in essence, do their work. And I think that’s a legitimate downside.

How can universities and professors assess true student understanding of a topic or concept?

It’s my belief that oral exams will make a comeback. During my summer semester at the University of Trento in Italy, we had, for the first time, purely oral exams for my classes. For the midterm exam, I had the students gather into groups and do presentations on AI ethics and then for the final exam, I had each student do a presentation alone.

So one thing that AI will do is provide very specific and personalized information for students and professors very quickly.

That kind of just human interaction, I think, one, it’s a very good learning experience for the student. It’s hard to stand up in front of your colleagues and talk, it’s a learned skill. I think that we should promote that more going forward.

But I think also, two, that’s a way to discover whether or not the student actually learned and did the work. And when students know that there is an oral exam at the end, I think that will in some sense force them to do more of the learning. And I think that will help students focus learning from AI instead of letting AI do the learning for them.

What do you think will be the overall impact of AI on student learning?

I think that the big change that we’re going to see from AI is not so much in how education works, but how students, more than ever, are going to be responsible for their own education. Students who want to learn a lot are going to be able to learn more, faster. However, students who are clever and really just want to get through, I think they are also going to be empowered to do that in numerous ways.

For example, part of what is discovered in the traditional research process is tangential to the initial goal. If a student wants to write about how previous scholars have understood the idea of privacy, they will need to comb through several texts and likely make some unexpected discoveries about the subject. But, with ChatGPT, they can go directly to the required information. That helps with their grade, but detracts from their intellectual curiosity.

Students, more than ever, are going to be responsible for their own education.

In education, I think we’re going to see a growing level of inequality in outcomes. Some students are going to graduate with educations that are pristine, that are at levels that could not have been even reached 20 years ago, because they will have been able to use AI to research so deeply into a subject they enjoy. But I’m afraid, we are also going to see some graduates who have been able to fake it, in essence, the whole four years.

There are a lot of fears about AI taking jobs. What are your thoughts on how AI will affect career opportunities?

There will be some transformation in jobs. Jobs will change. But just my own experience tells me that there’s more opportunities than losses.

Let me give you an example. Seidenberg’s Christelle Scharff and I wrote a paper about how AI can be used to help clothing designers produce new kinds of clothes. A really interesting application. I never would have thought of that. People think about AI for doing healthcare. They think about AI for making weapons and destroying the world and that kind of thing. But I never would have thought about artificial intelligence and clothing design.

So, this is a terrific opportunity for someone from Pace. We have courses on design and the arts, and we have a computer science school. That’s an opportunity for someone from Pace to create a kind of job for themselves, right? So, my sense is that AI will do more of that creation than destruction. Of course, there will be destruction, but for people who are ambitious and creative, I think the opportunities are there.

Want to join the AI discussion? RSVP for the upcoming AI user groups kickoff meetings, a new initiative from the Provost’s Committee on Artificial Intelligence.



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Ethics & Policy

AI and ethics – what is originality? Maybe we’re just not that special when it comes to creativity?

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I don’t trust AI, but I use it all the time.

Let’s face it, that’s a sentiment that many of us can buy into if we’re honest about it. It comes from Paul Mallaghan, Head of Creative Strategy at We Are Tilt, a creative transformation content and campaign agency whose clients include the likes of Diageo, KPMG and Barclays.

Taking part in a panel debate on AI ethics at the recent Evolve conference in Brighton, UK, he made another highly pertinent point when he said of people in general:

We know that we are quite susceptible to confident bullshitters. Basically, that is what Chat GPT [is] right now. There’s something reminds me of the illusory truth effect, where if you hear something a few times, or you say it here it said confidently, then you are much more likely to believe it, regardless of the source. I might refer to a certain President who uses that technique fairly regularly, but I think we’re so susceptible to that that we are quite vulnerable.

And, yes, it’s you he’s talking about:

I mean all of us, no matter how intelligent we think we are or how smart over the machines we think we are. When I think about trust, – and I’m coming at this very much from the perspective of someone who runs a creative agency – we’re not involved in building a Large Language Model (LLM); we’re involved in using it, understanding it, and thinking about what the implications if we get this wrong. What does it mean to be creative in the world of LLMs?

Genuine

Being genuine, is vital, he argues, and being human – where does Human Intelligence come into the picture, particularly in relation to creativity. His argument:

There’s a certain parasitic quality to what’s being created. We make films, we’re designers, we’re creators, we’re all those sort of things in the company that I run. We have had to just face the fact that we’re using tools that have hoovered up the work of others and then regenerate it and spit it out. There is an ethical dilemma that we face every day when we use those tools.

His firm has come to the conclusion that it has to be responsible for imposing its own guidelines here  to some degree, because there’s not a lot happening elsewhere:

To some extent, we are always ahead of regulation, because the nature of being creative is that you’re always going to be experimenting and trying things, and you want to see what the next big thing is. It’s actually very exciting. So that’s all cool, but we’ve realized that if we want to try and do this ethically, we have to establish some of our own ground rules, even if they’re really basic. Like, let’s try and not prompt with the name of an illustrator that we know, because that’s stealing their intellectual property, or the labor of their creative brains.

I’m not a regulatory expert by any means, but I can say that a lot of the clients we work with, to be fair to them, are also trying to get ahead of where I think we are probably at government level, and they’re creating their own frameworks, their own trust frameworks, to try and address some of these things. Everyone is starting to ask questions, and you don’t want to be the person that’s accidentally created a system where everything is then suable because of what you’ve made or what you’ve generated.

Originality

That’s not necessarily an easy ask, of course. What, for example, do we mean by originality? Mallaghan suggests:

Anyone who’s ever tried to create anything knows you’re trying to break patterns. You’re trying to find or re-mix or mash up something that hasn’t happened before. To some extent, that is a good thing that really we’re talking about pattern matching tools. So generally speaking, it’s used in every part of the creative process now. Most agencies, certainly the big ones, certainly anyone that’s working on a lot of marketing stuff, they’re using it to try and drive efficiencies and get incredible margins. They’re going to be on the race to the bottom.

But originality is hard to quantify. I think that actually it doesn’t happen as much as people think anyway, that originality. When you look at ChatGPT or any of these tools, there’s a lot of interesting new tools that are out there that purport to help you in the quest to come up with ideas, and they can be useful. Quite often, we’ll use them to sift out the crappy ideas, because if ChatGPT or an AI tool can come up with it, it’s probably something that’s happened before, something you probably don’t want to use.

More Human Intelligence is needed, it seems:

What I think any creative needs to understand now is you’re going to have to be extremely interesting, and you’re going to have to push even more humanity into what you do, or you’re going to be easily replaced by these tools that probably shouldn’t be doing all the fun stuff that we want to do. [In terms of ethical questions] there’s a bunch, including the copyright thing, but there’s partly just [questions] around purpose and fun. Like, why do we even do this stuff? Why do we do it? There’s a whole industry that exists for people with wonderful brains, and there’s lots of different types of industries [where you] see different types of brains. But why are we trying to do away with something that allows people to get up in the morning and have a reason to live? That is a big question.

My second ethical thing is, what do we do with the next generation who don’t learn craft and quality, and they don’t go through the same hurdles? They may find ways to use {AI] in ways that we can’t imagine, because that’s what young people do, and I have  faith in that. But I also think, how are you going to learn the language that helps you interface with, say, a video model, and know what a camera does, and how to ask for the right things, how to tell a story, and what’s right? All that is an ethical issue, like we might be taking that away from an entire generation.

And there’s one last ‘tough love’ question to be posed:

What if we’re not special?  Basically, what if all the patterns that are part of us aren’t that special? The only reason I bring that up is that I think that in every career, you associate your identity with what you do. Maybe we shouldn’t, maybe that’s a bad thing, but I know that creatives really associate with what they do. Their identity is tied up in what it is that they actually do, whether they’re an illustrator or whatever. It is a proper existential crisis to look at it and go, ‘Oh, the thing that I thought was special can be regurgitated pretty easily’…It’s a terrifying thing to stare into the Gorgon and look back at it and think,’Where are we going with this?’. By the way, I do think we’re special, but maybe we’re not as special as we think we are. A lot of these patterns can be matched.

My take

This was a candid worldview  that raised a number of tough questions – and questions are often so much more interesting than answers, aren’t they? The subject of creativity and copyright has been handled at length on diginomica by Chris Middleton and I think Mallaghan’s comments pretty much chime with most of that.

I was particularly taken by the point about the impact on the younger generation of having at their fingertips AI tools that can ‘do everything, until they can’t’. I recall being horrified a good few years ago when doing a shift in a newsroom of a major tech title and noticing that the flow of copy had suddenly dried up. ‘Where are the stories?’,  I shouted. Back came the reply, ‘Oh, the Internet’s gone down’.  ‘Then pick up the phone and call people, find some stories,’ I snapped. A sad, baffled young face looked back at me and asked, ‘Who should we call?’. Now apart from suddenly feeling about 103, I was shaken by the fact that as soon as the umbilical cord of the Internet was cut, everyone was rendered helpless. 

Take that idea and multiply it a billion-fold when it comes to AI dependency and the future looks scary. Human Intelligence matters



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Ethics & Policy

Preparing Timor Leste to embrace Artificial Intelligence

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UNESCO, in collaboration with the Ministry of Transport and Communications, Catalpa International and national lead consultant, jointly conducted consultative and validation workshops as part of the AI Readiness assessment implementation in Timor-Leste. Held on 8–9 April and 27 May respectively, the workshops convened representatives from government ministries, academia, international organisations and development partners, the Timor-Leste National Commission for UNESCO, civil society, and the private sector for a multi-stakeholder consultation to unpack the current stage of AI adoption and development in the country, guided by UNESCO’s AI Readiness Assessment Methodology (RAM).

In response to growing concerns about the rapid rise of AI, the UNESCO Recommendation on the Ethics of Artificial Intelligence was adopted by 194 Member States in 2021, including Timor-Leste, to ensure ethical governance of AI. To support Member States in implementing this Recommendation, the RAM was developed by UNESCO’s AI experts without borders. It includes a range of quantitative and qualitative questions designed to gather information across different dimensions of a country’s AI ecosystem, including legal and regulatory, social and cultural, economic, scientific and educational, technological and infrastructural aspects.

By compiling comprehensive insights into these areas, the final RAM report helps identify institutional and regulatory gaps, which can assist the government with the necessary AI governance and enable UNESCO to provide tailored support that promotes an ethical AI ecosystem aligned with the Recommendation.

The first day of the workshop was opened by Timor-Leste’s Minister of Transport and Communication, H.E. Miguel Marques Gonçalves Manetelu. In his opening remarks, Minister Manetelu highlighted the pivotal role of AI in shaping the future. He emphasised that the current global trajectory is not only driving the digitalisation of work but also enabling more effective and productive outcomes.



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Experts gather to discuss ethics, AI and the future of publishing

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Representatives of the founding members sign the memorandum of cooperation at the launch of the Association for International Publishing Education during the 3rd International Conference on Publishing Education in Beijing.CHINA DAILY

Publishing stands at a pivotal juncture, said Jeremy North, president of Global Book Business at Taylor & Francis Group, addressing delegates at the 3rd International Conference on Publishing Education in Beijing. Digital intelligence is fundamentally transforming the sector — and this revolution will inevitably create “AI winners and losers”.

True winners, he argued, will be those who embrace AI not as a replacement for human insight but as a tool that strengthens publishing’s core mission: connecting people through knowledge. The key is balance, North said, using AI to enhance creativity without diminishing human judgment or critical thinking.

This vision set the tone for the event where the Association for International Publishing Education was officially launched — the world’s first global alliance dedicated to advancing publishing education through international collaboration.

Unveiled at the conference cohosted by the Beijing Institute of Graphic Communication and the Publishers Association of China, the AIPE brings together nearly 50 member organizations with a mission to foster joint research, training, and innovation in publishing education.

Tian Zhongli, president of BIGC, stressed the need to anchor publishing education in ethics and humanistic values and reaffirmed BIGC’s commitment to building a global talent platform through AIPE.

BIGC will deepen academic-industry collaboration through AIPE to provide a premium platform for nurturing high-level, holistic, and internationally competent publishing talent, he added.

Zhang Xin, secretary of the CPC Committee at BIGC, emphasized that AIPE is expected to help globalize Chinese publishing scholarships, contribute new ideas to the industry, and cultivate a new generation of publishing professionals for the digital era.

Themed “Mutual Learning and Cooperation: New Ecology of International Publishing Education in the Digital Intelligence Era”, the conference also tackled a wide range of challenges and opportunities brought on by AI — from ethical concerns and content ownership to protecting human creativity and rethinking publishing values in higher education.

Wu Shulin, president of the Publishers Association of China, cautioned that while AI brings major opportunities, “we must not overlook the ethical and security problems it introduces”.

Catriona Stevenson, deputy CEO of the UK Publishers Association, echoed this sentiment. She highlighted how British publishers are adopting AI to amplify human creativity and productivity, while calling for global cooperation to protect intellectual property and combat AI tool infringement.

The conference aims to explore innovative pathways for the publishing industry and education reform, discuss emerging technological trends, advance higher education philosophies and talent development models, promote global academic exchange and collaboration, and empower knowledge production and dissemination through publishing education in the digital intelligence era.

 

 

 



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