When language comes pre-packaged from screens, feeds, or AI systems, the link between thought and speech may begin to wither.
In education, students are using generative AI to compose essays, summarize books, and solve problems in seconds. Within an academic culture already shaped by competition, performance metrics, and quick results, such tools promise efficiency at the cost of reflection.
Many teachers will recognize those students who produce eloquent, grammatically flawless texts but reveal little understanding of what they have written. This represents the quiet erosion of thinking as a creative activity.
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