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Stop Pretending AI Is a Suitable Replacement for Human Thought in Law School

2h ago3 min brief

The recent decision by UC Berkeley Law School to ban the use of AI in most student work is a step in the right direction, but it also highlights the tension between the benefits of AI and the need for human thought and critical thinking in legal education. Law schools are struggling to keep up with the rapid advancements in AI technology, and the ease with which students can use AI to complete assignments and exams is undermining the very foundations of legal education. The fact that 57% of US college students use AI in coursework at least weekly, and 95% of UK undergraduates use AI in some form, is a clear indication that something needs to be done.

The use of AI in law school is not just a matter of convenience, but it also has serious implications for the development of critical thinking and analytical skills. When students rely on AI to complete assignments, they are not learning how to think for themselves, and they are not developing the skills they need to succeed in the legal profession. The new policy at UC Berkeley Law School prohibits the use of AI for aid in conceptualizing, outlining, drafting, revising, translating, or editing any work submitted for credit, and it also bans the use of AI during exams. This is a significant step forward, but it is only the beginning.

The numbers are stark. A study found that in courses vulnerable to AI, the share of A grades increased by about 13 percentage points after the debut of ChatGPT. This is not because students are learning more, but because they are using AI to do the work for them. Faculty surveys show that 92% of faculty are concerned about plagiarism or dishonesty facilitated by AI, and it is clear that something needs to be done to address this problem. The use of AI in law school is not just a matter of academic integrity, but it also has serious implications for the future of the legal profession.

The ban on AI use at UC Berkeley Law School is not a ban on the use of technology altogether. Students are still allowed to use AI to tutor themselves or prepare for class, but they are not allowed to use it to complete assignments or exams. This is a sensible approach, as it recognizes the benefits of AI while also ensuring that students are developing the skills they need to succeed in the legal profession. The fact that other law schools are taking notice of this policy and considering similar measures is a positive sign, and it suggests that the legal education community is finally starting to take the problem of AI use seriously.

As we move forward, it is clear that the use of AI in law school is a complex issue that requires a nuanced approach. While AI has the potential to be a powerful tool for legal education, it also has the potential to undermine the development of critical thinking and analytical skills. The ban on AI use at UC Berkeley Law School is a step in the right direction, but it is only the beginning. Law schools need to continue to evolve and adapt to the changing landscape of AI technology, and they need to find ways to ensure that students are developing the skills they need to succeed in the legal profession. This will require a sustained effort and a commitment to putting the needs of students first, but it is essential for the future of legal education.

Editorial perspective - synthesised analysis, not factual reporting.

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