If students use AI to write their papers, solve their math, and structure their arguments—are they still learning? In Episode 90, Steve Gibson breaks down a Chicago Tribune opinion piece, corrects a philosophical misstep about Descartes, and explains why AI in education needs guardrails—now.

In Logic Dictate Hot Topics — Episode 90, host Steve Gibson examines a recent Chicago Tribune opinion piece by an English teacher and a high school student asking: “Why aren’t we talking about the harm AI is doing to students?”

Steve agrees the concern is valid—but argues the discussion must be more precise.

The article opens with René Descartes’ famous line, “Cogito, ergo sum” (“I think, therefore I am”), interpreting it as “to think means to be alive.” Steve explains why that reading misses the deeper philosophical point: Descartes wasn’t equating thinking with being alive—he was grappling with epistemology and certainty of existence.

From there, Episode 90 tackles the real issue:

When AI diminishes learning:

• Using AI to draft essays instead of structuring arguments independently
• Relying on AI to solve math instead of understanding formulas
• Outsourcing critical thinking and composition skills

When AI enhances learning:

• Accelerating research
• Expanding access to information
• Helping students analyze broader datasets
• Supporting idea generation—without replacing authorship

Steve argues the solution isn’t banning AI entirely. It’s implementing serious guardrails at every educational level so that students still learn to:

• Write coherent sentences
• Structure persuasive arguments
• Do math independently
• Think critically without technological scaffolding

Without those guardrails, we risk a generation that can prompt—but cannot reason.

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