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AI v the benefits of doing the hard grind yourself July 31, 2026, 8:00pm A heated debate has emerged in Australia over the role of artificial intelligence in education, with critics warning against its potential to erode critical thinking skills among students. Letters to The Age reflect growing concern that reliance on AI tools such as ChatGPT and Claude could lead to a "dunce army," particularly among younger generations who may increasingly depend on these technologies for academic tasks. One writer, Kylie Moore-Gilbert, argues that the widespread adoption of AI in classrooms risks diminishing students' ability to engage deeply with complex ideas, undermining the value of traditional methods like extensive reading, writing, and analytical thinking. David Fry, a former humanities student from Windsor, echoes these sentiments, recalling the rigorous demands of his university courses before the advent of modern digital tools. He describes the "hard grind" of spending long hours in libraries, meticulously analyzing texts and taking detailed notes, experiences he credits with providing a solid educational foundation. Fry emphasizes that while AI may offer convenience, it comes at the cost of intellectual growth, suggesting that the "old days" of manual learning were far from obsolete. Vivienne Daniels, a teacher from Mornington, agrees that AI poses a threat to cognitive development, noting that while the technology may be cost-effective, it does not replace the necessity of strengthening students' reasoning abilities. She highlights the importance of human educators in guiding learners through complex concepts, arguing that AI should complement, not substitute, for critical thinking. Daniels also points to emerging efforts in some schools to counteract this trend, though she stresses that more action is needed to ensure students remain engaged with challenging material. Christine Baker, a resident of Rosanna, raises broader societal concerns, questioning the implications of rapid AI integration in Australian education. She draws attention to the paradox that while Silicon Valley entrepreneurs advocate for AI-driven innovation, they simultaneously send their children to tech-free Waldorf schools, which emphasize hands-on learning and creativity. Baker warns that unchecked AI adoption could lead to a homogenized mindset, further exacerbated by the influence of social media. Her letter underscores a growing fear that Australia may be racing toward an uncertain future, driven by a desire to embrace technological advancement without fully considering its long-term effects. Meanwhile, other readers focus on unrelated issues, highlighting the ongoing challenges faced by professionals in the face of automation. Michael Gamble, from Belmont, predicts that the rise of AI will significantly impact white-collar workers, potentially leading to frequent job changes and reduced job security. He compares the pace of technological disruption to the regularity of underwear changes, suggesting that career stability may become a relic of the past. This perspective reflects a wider anxiety about how AI might reshape employment structures across industries. Other letters touch on topics ranging from the enduring value of printed encyclopedias to the financial implications of infrastructure projects. Sue McKenzie, also from Belmont, defends the relevance of physical reference materials, citing the advantages of print editions over digital alternatives. Meanwhile, discussions about Melbourne’s aging rail system reveal contrasting views on public investment, with some advocating for necessary upgrades while others question the wisdom of large-scale spending on outdated infrastructure. These diverse perspectives underscore the complexity of the AI debate, revealing both optimism and apprehension about its role in shaping education, employment, and broader societal norms. As the conversation continues, one thing remains clear: the balance between technological progress and human agency is proving to be a contentious, and increasingly urgent, issue.