In my recent discussion sections for Philosophy of Science at UCLA, we’ve been working through Kuhn’s The Structure of Scientific Revolutions. Kuhn famously lays out the notion of a paradigm shift: a fundamental re-evaluation of the basic assumptions and methods that constitute normal scientific practice. In unpacking this concept with my students, I’ve felt an acute sense that the practice of teaching Philosophy is itself undergoing a kind of paradigm shift, one brought about by generative AI.

Generative AI is now woven into the fabric of education. According to a 2026 study from the Higher Education Policy Institute, “AI use is now almost universal,” with 95% of students reporting use of AI in some capacity. The question is no longer whether AI will be used, but how we should teach in light of its ubiquity. 

As scholars and educators in the humanities, we bring a specific set of skills to this discussion: the habits of conceptual clarity, rigorous reasoning, and critical examination. The aim of the AI and Teaching series is to harness these skills as a community and think together about the promise and perils of AI use in higher education—to collectively re-evaluate the basic assumptions and methods that constitute normal teaching practice.

In light of this, we invite fellow scholars in the humanities to contribute their reflections on teaching in the age of AI. Here are the types of questions we hope to explore, though contributions need not be limited to these themes.

Skills

Which philosophical skills are threatened by AI, and which remain distinctly human?

How can AI augment philosophical skill-building, and what sorts of assignments promote this? 

What novel skills (e.g., prompting) do students need to master and how can we promote their development?

Pedagogy

How (if at all) can AI improve how we present course material?

How does AI threaten engagement with course material? How might it deepen it?

How does AI influence the conceptualization of course syllabi, both in terms of course material and learning goals? 

Communication

What is the best way to communicate about AI use with our students? 

How do we communicate AI best-practices without encouraging over-reliance on the technology?

We welcome contributions from educators at various stages of their careers, from teaching assistants to tenured professors. If you’re interested in contributing, please reach out to our series editor, Will Fraker at wfraker@humnet.ucla.edu and Isaona Kherrour at isaona.kh@gmail.com for more information.

We look forward to hearing from you.