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Introduction:

      "Class we'll have an essay analyzing the rhetorical choices the author uses to develop her argument due tomorrow."

      A melancholic wave of groans flutter across the classroom as your English teacher turns toward the whiteboard. Your classmate next to you opens a blank Word document, then immediately spilt screens it with the latest Al technology. And a reoccurring process begins: paste prompt, generate ideas, copy text, substitute a few words here and there, and submit. What could have been a genuine struggle with a text, a moment of wrestling with meaning, became a jargon-filled analysis of something never even read. But this is more than simply a classroom annoyance, it’s a frequent symptom of a deeper issue. This problem has created an entrance to a paradox of effortless success; the easier in which thinking becomes, the less we learn to think. And this is precisely why we must re-implement the humanities into our school system.

 

The AI Paradox

      Students today are being brought into a world where Al can generate thoughts, arguments, and analyses for themselves and concepts like creativity, innovation and collaboration are being eroded in favor of convenience and accessibility. College Board recently released statistics noting a surge of “79% to 84% between January and May 2025” reported high schoolers using some form of generative A.I. for schoolwork (College Board). But this issue goes far beyond AI. Our ability to thoughtfully engage, critically think and meaningfully debate with abstract concepts is also diminishing. An understanding of other diverse cultures around us, familiarizing ourselves with our nation's history and faults, and having a general knowledge regarding contemporary issues is fading. We must be able to acknowledge and reflect upon the consequences of human innovation and ambition and obtain basic skills to think for ourselves which is essential in the progression of humanity.

 

Education Redefined

      Renowned philosopher Martha Nussbaum once wrote:

      “The humanities teach us critical thinking, how to analyze arguments, and how to imagine life from the point of view of someone unlike yourself” (Nussbaum 2017).

 

      The pursuit of education lies within the values of seeking to understand the world around us and the people within it while also re-visiting ideas and beliefs of those before us including the ancient philosophers, the artistic masters, and the writing virtuosos. What truly shapes thoughtful citizens are often the disciplines that are ignored by the current education system. We must shift our focus to literature, history, philosophy, and culture. Reviving these arts in schools would not inflict a financial burden or require grand re-inventions. Schools should implement productive seminars throughout the school day, structuring discussions during class time on current issues, and prioritizing genuine interpretation of material over AI regurgitation. We must return to reading before summarizing, thinking before searching, and forming an argument before asking technology to create one to establish a pertinent, productive society. These changes are the first step to cultivating students who can critically and independently think rather than conveniently and superficially conform.

 

Frequent Misconceptions

      Inevitably, an education centered on humanities faces predictable objections, from parents wanting “practical” majors, to administrators prioritizing test scores, and students trained to equate rigor with quantifiable answers. However, employers across industries often seek critical thinking, communication, creativity, analysis, and problem-solving, all core aspects of humanities. Journalist Melissa Russell from Harvard notes that the top 10 skills job employers seek according to the WEF (World Economic Forum) report and a Linkden survey “have nothing to do with technology” and that “Human intuition, relationships, and decision making are crucial” even in today’s workforce (Russell 2024).  While standardized testing like ACTs offer a quantifiable certainty, they cannot measure ethics, empathy, and moral character. Humanities cultivate these qualities not by providing a single “correct” answer but by inviting multiple interpretations and perspectives. Their very subjectivity is their rigor: one cannot simply Google their way to a universally accepted truth about justice, identity, or historical memory. One must think their way there without the continuous dependence of AI. And this is what society urgently needs most: a generation capable of wrestling with “it depends” rather than defaulting to “generate response.” Introducing a curriculum encircling arts, music, culture, and literature is pivotal to developing a generation of critical thinkers, effective communicators, and informed citizens.

 

Conclusion

      These aspects remain the very principles that teach us how to face a blank page, how to listen, how to build arguments, and how to empathize with people whose stories differ from ours. But most importantly, it teaches us to experience satisfaction and genuine curiosity within this fundamental process of obtaining information and developing a well-informed character. This is why we must revive humanities in schools, as it reminds us not to resist advancing technology but to remain human in the midst of it, both improving and preserving the educational experience.

 

Bibliography:

New research: Majority of high school students use generative AI for Schoolwork. Newsroom. (n.d.-a). https://newsroom.collegeboard.org/new-research-majority-high-school-students-use-generative-ai-schoolwork 

 

Lparsons. (2024, October 3). The top skills employers seek have nothing to do with technology - Professional & Executive Development: Harvard DCE. Professional & Executive Development | Harvard DCE. https://professional.dce.harvard.edu/blog/the-top-skills-employers-seek-have-nothing-to-do-with-technology/#The-Critical-Need-for-Developing-Durable-Skills 

 

Adams, W. D., Lifson, A., Tonguette, P., Levin, Y., Hanson, A., & Leach, J. (2017). Martha C. Nussbaum talks about the humanities, mythmaking, and International. National Endowment for the Humanities. https://www.neh.gov/humanities/2017/spring/conversation/martha-c-nussbaum-talks-about-the-humanities-mythmaking-and-international-development 

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