Abstract:
Discussions of artificial intelligence in higher education have so far revolved around tools, competencies, and regulation. This paper argues that such a perspective overlooks a deeper shift: generative AI changes not only what higher education institutions do, but how thinking itself takes place within them. Drawing on a governance development process at a Swiss university of the arts, the paper reconstructs how reflection, concept formation, and argumentation change through iterative collaboration between humans and generative AI. From this reconstruction, two concepts are developed: augmented reflexivity and post-individual authorship. Both describe a new quality of epistemic practice without negating individual responsibility for judgments and decisions. The paper itself forms part of this practice: its genesis is made transparent in the postscript and serves as an exemplary instance of the concepts developed.
Über die Autorin:
- Elena Wilhelm*,
Prof. Dr., Leiterin Hochschulentwicklung, Zürcher Hochschule der Künste
*Der Beitrag ist in Zusammenarbeit mit Claude (Anthropic) und ChatGPT (OpenAI) entstanden.
