Why should humanities education persist in an AI age?

Johannes Steizinger

The Conversation

Originally published 3 Feb 25

Since the launch of ChatGPT in November 2022, the use of artificial intelligence (AI) chatbots has become rampant among students in higher education.

While some might be ambivalent about the impact of generative AI on higher education, many instructors in the humanities scramble to adapt their classes to the new reality and have declared a crisis of their teaching model.

Professors and students alike argue that unrestricted use of generative AI threatens the purpose of an education in disciplines like philosophy, history or literature. They say that, as a society, we should care about this loss of intellectual competencies.

But why is it important that traditional learning not become obsolete — as some predict?

Today, when corrupt leaders promote AI development, AI reflects repressive political biases. There are serious concerns about AI disinformation, so it’s critical to consider the original purpose of modern universities.

I consider this question as a historian of philosophy who has examined how modern ideas have intersected with democratic and fascist societies.

The info is here.

Here are some thoughts:

The article argues that while AI excels at technical and data-driven tasks, it cannot replicate the deeply human skills fostered by the humanities, such as critical thinking, ethical reasoning, creativity, and self-reflection. These skills are not only essential for navigating the complexities of an AI-driven society but also align closely with the core concerns of psychology, making the article particularly important for psychologists.

One of the key takeaways for psychologists is the article’s emphasis on human-centric skills, such as empathy, emotional intelligence, and ethical reasoning. These are areas where AI falls short, and they are also foundational to psychological practice. Whether in therapy, research, or education, psychologists rely on these skills to understand and support human behavior and well-being. The article’s focus on the humanities as a means of developing these abilities reinforces their importance in both personal and professional contexts. Additionally, as AI becomes more integrated into society, psychologists are increasingly called upon to address ethical dilemmas related to its use, such as algorithmic bias, privacy concerns, and the psychological impact of AI on individuals. The humanities provide a valuable framework for exploring these ethical questions, which aligns with the ethical responsibilities of psychologists.

The article also highlights the role of humanities education in fostering emotional intelligence and well-being, which are central to mental health. In a world where AI may dehumanize certain interactions, the ability to connect with others on an emotional level becomes even more critical. Psychologists can draw on this perspective to advocate for educational approaches that prioritize emotional and social learning, ensuring that individuals are equipped to thrive in an AI-driven world. Furthermore, the article bridges the gap between technology and the humanities, suggesting that interdisciplinary collaboration is essential for addressing modern challenges. This resonates with the work of psychologists, who often operate at the intersection of multiple fields, integrating insights from the humanities, social sciences, and technology to better understand and address human behavior.

Another important aspect of the article is its discussion of the future of work. As AI automates many technical tasks, the demand for uniquely human skills—such as creativity, critical thinking, and interpersonal communication—will grow. Psychologists can play a key role in helping individuals and organizations adapt to these changes, and the article provides a strong rationale for why humanities education is a vital part of this preparation. Finally, the article emphasizes the role of the humanities in fostering self-development and a deeper understanding of one’s identity and purpose. This aligns with psychological theories of self-actualization and personal growth, making it particularly relevant for psychologists who work in areas like counseling, coaching, and personal development.

Promoting wellness and stress management in residents through emotional intelligence training

Ramzan Shahid, Jerold Stirling, William Adams
Advances in Medical Education and Practice ,Volume 9

Background: 

US physicians are experiencing burnout in alarming numbers. However, doctors with high levels of emotional intelligence (EI) may be immune to burnout, as they possess coping strategies which make them more resilient and better at managing stress. Educating physicians in EI may help prevent burnout and optimize their overall wellness. The purpose of our study was to determine if educational intervention increases the overall EI level of residents; specifically, their stress management and wellness scores.

Participant and methods: 

Residents from pediatrics and med-ped residency programs at a university-based training program volunteered to complete an online self-report EI survey (EQ-i 2.0) before and after an educational intervention. The four-hour educational workshop focused on developing four EI skills: self-awareness; self-management; social awareness; and social skills. We compared de-identified median score reports for the residents as a cohort before and after the intervention.

Results: 

Thirty-one residents (20 pediatric and 11 med-ped residents) completed the EI survey at both time intervals and were included in the analysis of results. We saw a significant increase in total EI median scores before and after educational intervention (110 vs 114, P=0.004). The stress management composite median score significantly increased (105 vs 111, P<0.001). The resident’s overall wellness score also improved significantly (104 vs 111, P=0.003).

Conclusions: 

As a group, our pediatric and med-peds residents had a significant increase in total EI and several other components of EI following an educational intervention. Teaching EI skills related to the areas of self-awareness, self-management, social awareness, and social skill may improve stress management skills, promote wellness, and prevent burnout in resident physicians.

The research is here.

Robot cognition requires machines that both think and feel

Luiz Pessosa
www.aeon.com
Originally published April 13, 2018

Here is an excerpt:

Part of being intelligent, then, is about the ability to function autonomously in various conditions and environments. Emotion is helpful here because it allows an agent to piece together the most significant kinds of information. For example, emotion can instil a sense of urgency in actions and decisions. Imagine crossing a patch of desert in an unreliable car, during the hottest hours of the day. If the vehicle breaks down, what you need is a quick fix to get you to the next town, not a more permanent solution that might be perfect but could take many hours to complete in the beating sun. In real-world scenarios, a ‘good’ outcome is often all that’s required, but without the external pressure of perceiving a ‘stressful’ situation, an android might take too long trying to find the optimal solution.

Most proposals for emotion in robots involve the addition of a separate ‘emotion module’ – some sort of bolted-on affective architecture that can influence other abilities such as perception and cognition. The idea would be to give the agent access to an enriched set of properties, such as the urgency of an action or the meaning of facial expressions. These properties could help to determine issues such as which visual objects should be processed first, what memories should be recollected, and which decisions will lead to better outcomes.

The information is here.

Friendly note: I don't agree with everything I post.  In this case, I do not believe that AI needs emotions and feelings.  Rather, AI will have a different form of consciousness.  We don't need to try to reproduce our experiences exactly.  AI consciousness will likely have flaws, like we do.  We need to be able to manage AI given the limitations we create.

Why Some People Get Burned Out and Others Don't

Kandi Wiens and Annie McKee
Harvard Business Review
Originally posted November 23, 2016

Here is an excerpt:

What You Can Do to Manage Stress and Avoid Burnout

People do all kinds of destructive things to deal with stress—they overeat, abuse drugs and alcohol, and push harder rather than slowing down. What we learned from our study of chief medical officers is that people can leverage their emotional intelligence to deal with stress and ward off burnout. You, too, might want to try the following:

Don’t be the source of your stress. Too many of us create our own stress, with its full bodily response, merely by thinking about or anticipating future episodes or encounters that might be stressful. People who have a high need to achieve or perfectionist tendencies may be more prone to creating their own stress. We learned from our study that leaders who are attuned to the pressures they put on themselves are better able to control their stress level. As one CMO described, “I’ve realized that much of my stress is self-inflicted from years of being hard on myself. Now that I know the problems it causes for me, I can talk myself out of the non-stop pressure.”

Recognize your limitations. Becoming more aware of your strengths and weaknesses will clue you in to where you need help. In our study, CMOs described the transition from a clinician to leadership role as being a major source of their stress. Those who recognized when the demands were outweighing their abilities, didn’t go it alone—they surrounded themselves with trusted advisors and asked for help.

The article is here.

The Dark Side of Emotional Intelligence

By Adam Grant
The Atlantic
Originally published January 2, 2014

Here is an excerpt:

Emotional intelligence is important, but the unbridled enthusiasm has obscured a dark side. New evidence shows that when people hone their emotional skills, they become better at manipulating others. When you’re good at controlling your own emotions, you can disguise your true feelings. When you know what others are feeling, you can tug at their heartstrings and motivate them to act against their own best interests.

Social scientists have begun to document this dark side of emotional intelligence. In emerging research led by University of Cambridge professor Jochen Menges, when a leader gave an inspiring speech filled with emotion, the audience was less likely to scrutinize the message and remembered less of the content. Ironically, audience members were so moved by the speech that they claimed to recall more of it.

The authors call this the awestruck effect, but it might just as easily be described as the dumbstruck effect. One observer reflected that Hitler’s persuasive impact came from his ability to strategically express emotions—he would “tear open his heart”—and these emotions affected his followers to the point that they would “stop thinking critically and just emote.”

The entire article is here.

The Dark Side of Emotional Intelligence

In some jobs, being in touch with emotions is essential. In others, it seems to be a detriment. And like any skill, being able to read people can be used for good or evil.

Adam Grant
The Atlantic
Originally published January 2, 2014

Here is an excerpt:

Emotional intelligence is important, but the unbridled enthusiasm has obscured a dark side. New evidence shows that when people hone their emotional skills, they become better at manipulating others. When you’re good at controlling your own emotions, you can disguise your true feelings. When you know what others are feeling, you can tug at their heartstrings and motivate them to act against their own best interests.

Social scientists have begun to document this dark side of emotional intelligence. In emerging research led by University of Cambridge professor Jochen Menges, when a leader gave an inspiring speech filled with emotion, the audience was less likely to scrutinize the message and remembered less of the content. Ironically, audience members were so moved by the speech that they claimed to recall more of it.

The authors call this the awestruck effect, but it might just as easily be described as the dumbstruck effect. One observer reflected that Hitler’s persuasive impact came from his ability to strategically express emotions—he would “tear open his heart”—and these emotions affected his followers to the point that they would “stop thinking critically and just emote.”

The entire story is here.