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 …