2025-10-14
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2025-10-14
The Evolving Relationship Between AI and Language
1. AI Writing Assistants: How Do They Influence Creativity and Originality in Student Essays?
Focus: The tension between support and substitution in writing.
Key angles:
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Creativity enhancement: AI tools (like ChatGPT or Grammarly) can help generate ideas, improve flow, or model stylistic techniques, supporting students’ creative process.
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Originality concern: Overreliance may lead to homogenized writing, reduced independent thought, and potential plagiarism or authorship issues.
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Pedagogical implications: Should teachers encourage, restrict, or integrate AI use explicitly in the classroom?
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TOK link: What does it mean to “own” an idea or piece of writing?
Potential structure:
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Define creativity and originality in the context of essay writing.
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Examine positive and negative effects of AI tools.
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Include student/teacher perspectives or case studies.
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Conclude with a balanced view on responsible use.
Useful sources/concepts:
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IB’s academic integrity guidelines
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Creativity theories (e.g., “distributed creativity”)
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Concepts of authorship and intellectual property
2. The Role of AI in Language Acquisition and Translation for IB Language B Students
Focus: AI as a linguistic aid and cultural bridge.
Key angles:
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Language learning: AI tools can provide instant feedback, pronunciation correction, and contextual learning opportunities.
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Translation: DeepL, Google Translate, and AI chat models now produce near-human translations — how does this shape how students understand nuance, idiom, and cultural meaning?
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Dependence vs. development: Does using AI reduce authentic engagement with the language, or can it scaffold understanding in meaningful ways?
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Cultural authenticity: Can AI truly capture the “spirit” or connotation of another language?
Potential structure:
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Overview of AI tools in language education.
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Benefits: accessibility, personalized feedback, real-time correction.
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Risks: overreliance, loss of interpretive skill, reduced motivation.
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Future outlook for IB Language B learning environments.
Useful sources/concepts:
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SLA (Second Language Acquisition) theory (e.g., Krashen’s input hypothesis)
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IB Language B assessment criteria
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Cognitive linguistics: how language reflects thought and culture
3. Can AI-Generated Literature Be Considered “Authentic Art”? (TOK-Style Question)
Focus: The nature of art, creativity, and authorship in the age of algorithms.
Key angles:
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Knowledge question: “To what extent does the creator’s intention determine whether something is art?”
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Perspective 1: AI lacks consciousness or emotion, so its outputs are simulations, not expressions of human experience.
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Perspective 2: Art is defined by reception and interpretation — if an audience experiences emotion or meaning, it is art.
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Philosophical connections:
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Plato’s and Aristotle’s views of mimesis
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Kant’s idea of aesthetic judgment
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Modern debates on authorship (Roland Barthes: “The Death of the Author”)
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Potential structure:
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Define “art” and “authenticity” through TOK lenses (shared knowledge, personal knowledge, perspective).
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Evaluate examples of AI poetry, painting, or fiction.
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Discuss whether intention or impact defines artistic value.
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Conclude with reflection on what this reveals about human creativity.
Useful sources/concepts:
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TOK themes: Knowledge and technology, Knowledge and the arts
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Real-world examples (e.g., AI-generated novels, visual art like Edmond de Belamy)
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Ethics of creative ownership
