Researcher ORCID Identifier
0009-0005-9666-9714
Graduation Year
2025
Date of Submission
12-2024
Document Type
Open Access Senior Thesis
Degree Name
Bachelor of Arts
Department
Philosophy and Public Affairs
Reader 1
Dustin Locke
Terms of Use & License Information
Abstract
This paper examines how artificial intelligence (AI) tools, specifically ChatGPT as a tutor for students (ChatGPTt), reshapes creativity in the classroom. Does AI undermine or enrich creativity by altering its relational and self-disclosive dimensions? Engaging with Lindsay Brainard’s critique that AI erodes creativity by disrupting human connection and self-expression, I argue for a redefinition of creativity as a dynamic process sustained by emotion, intention, novelty, risk, and spontaneity — conditions adaptable to AI-mediated contexts. The paper challenges the premise that creativity depends on interpersonal connection, showing that self-disclosure can emerge through meaningful engagement with external systems, such as ChatGPTt. By framing ChatGPTt as a complementary tool, I demonstrate how it can scaffold creative processes without displacing relational depth. Ultimately, I advocate for the thoughtful integration of ChatGPTt in the classroom to enrich creativity while preserving its core conditions.
Recommended Citation
Hassan, Labiba, "Should Students Pull the Plug?: How AI Redefines Creativity in the Classroom" (2025). CMC Senior Theses. 3823.
https://scholarship.claremont.edu/cmc_theses/3823
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