How should we approach writing in the blooming era of AI? The multifaceted tension of writing training and labor in the humanities in the age of AI

The author examines the multifaceted tensions inherent in writing training and labor in the humanities in the age of generative artificial intelligence (GAI). In the humanities, writing is not only a central pillar of academic training but also the primary yardstick of graduates’ competitiveness. While AI reduces the traditional educational and economic value of writing, its broad use in education enhances learning efficiency. This article presents four key tensions: First, the proliferation of AI tools compels education to return to traditional examination models. Second, the veneration of AI tools fosters dependency and undermines independent thought and originality. Third, AI writing challenges the concept of “authorship”, raising questions about the subjectivity of writing labor. Fourth, although AI writing may diminish the spillover value of liberal arts writing skills, it also threatens the educational and employment foundations of the humanities. Ultimately, the author argues that future writing may evolve into an intellectual activity comparable to sports; yet, achieving this under current conditions remains difficult. The central question, then, is how we can uphold the value of writing in the age of AI?