AI Summary: The article examines the integration of Generative AI (GenAI) into academic practices among students and researchers at the University of Tübingen, particularly in the context of text-based work in the humanities and social sciences. It highlights the experiences of a student, Peter, who initially approached GenAI with caution but later found it beneficial for generating ideas and structuring his BA thesis, likening its guidance to that of a real supervisor. The study reveals that nearly 70% of participants utilize GenAI for exploring and understanding texts, with many expressing that it enhances their research efficiency and idea generation. Overall, the findings indicate a shift in epistemic practices, where GenAI is increasingly viewed as a valuable tool for academic inquiry.
The relational–epistemic stance: generative AI as a dynamic transitional object
AI Summary: The article introduces the concept of the dynamic transitional object (DTO), which redefines the relationship between users and AI by positioning AI-generated material in a "potential space" where authorship and origin are ambiguous. This framework allows users to engage with AI outputs as both external insights and personal contributions, facilitating a developmental process that encourages self-activation rather than dependency on AI for self-change. The DTO emphasizes the importance of maintaining this ambiguity to enable meaningful interaction with AI, which is characterized by "functional alterity"—a relational event that arises from the interaction between human intention and AI's generative capabilities. This approach challenges traditional philosophical notions of alterity by demonstrating that genuine difference can emerge without the need for conscious authorship.