Remarks on the Legitimation Discourse of Text Generation. An Analysis of Writing Teaching Programs

Abstract

The current article compares a number of underlying principles that have legitimized the benefit of reading and writing within the educational framework throughout the course of time with the recent discourse on Artificial Intelligence (AI) text generation. It does so by revising several ideas that have traditionally supported the study of reading and writing and contrasts them with the perceived benefits and threats of AI, as formulated by a number of important university writing programs. This contrastive consideration of the support of reading and writing, on the one hand, and the discourse on text generation, on the other, is meant to contribute to the assessment of the degree to which the notion of text generation-centered education is compatible with education, as defined by Humanistic standards.