AI and the Dark Passenger
I love Showtime’s series, Dexter, about a serial killer who learns a code of ethics from his adopted father. The code he learns helps Dexter go about his killing IF the target fits a certain criteria. As the series progresses, some victims fall into the criteria neatly and some it's more complicated and then, even some others don’t fit the criteria at all but succumb to Dexter because they interfere with his business of being an anti-hero killer of really bad people.
What seems to interfere in Dexter’s seemingly honorable efforts to rid the world of people who fall between the cracks of justice for one reason or another is his “dark passenger.” As the series progresses, the dark passenger allows more graying of the lines in the criteria so Dexter can justify his killing. This entry doesn’t equate killing bad people with cheating on an essay but AI as the dark passenger does seem to illustrate a graying of the line between exclusively personal work done on research papers and other research-based assignments with the assistance or facilitation of writing provided by AI like ChatGPT or Gemini.
The rise of artificial intelligence in education has sparked a fervent debate, often framed in terms of fear or Utopian promise. But for students grappling with this powerful new tool, perhaps a more nuanced metaphor is needed: AI as a "dark passenger," much like the internal force that drives Dexter Morgan in the popular series. This isn't to say AI is inherently evil, but rather, like Dexter's compulsion, it's a potent, amoral force that can be channeled for both constructive and destructive ends, depending entirely on the "code" by which it's governed.
On one hand, AI can be an invaluable ally, a silent partner in the pursuit of knowledge. For the struggling student, it can act as an infinitely patient tutor, explaining complex concepts in myriad ways until understanding dawns. For the researcher, it can sift through mountains of data, identify patterns, and synthesize information at speeds impossible for a human mind. It can assist with organization, streamline mundane tasks, and even spark creativity by offering new perspectives or generating initial drafts. In this light, AI is a force for efficiency and empowerment, helping students overcome academic hurdles and unlock their full potential, much as Dexter's dark passenger, when controlled by his father's code, allows him to "do good" by targeting criminals.
However, the "dark passenger" analogy also serves as a stark warning. The allure of effortless answers can be intoxicating. Students might succumb to the temptation of letting AI do their thinking for them, eroding critical analysis, problem-solving skills, and genuine intellectual engagement. Plagiarism, already a persistent challenge, takes on a new dimension when AI can generate seemingly original content with alarming ease. The very act of learning, which thrives on struggle and independent thought, risks being short-circuited. When the "dark passenger" takes over without a guiding code, it leads to chaos and destructive outcomes. Similarly, unchecked reliance on AI can lead to academic dishonesty, intellectual stagnation, and a generation of students ill-equipped to navigate a world that still demands human ingenuity and ethical judgment.
So, how do we equip students with a "code" to manage this powerful force? The answer lies in education, transparency, and a redefinition of what it means to learn. Educators must move beyond simply banning AI and instead teach students how to use it responsibly and ethically. This means fostering AI literacy: understanding how these tools work, their limitations, and the biases they might perpetuate. It means emphasizing critical evaluation of AI-generated content, recognizing that the output is only as good as the input and the human oversight. Most importantly, it means promoting transparency – students should be encouraged to cite AI as a tool, just as they would any other resource, fostering a culture of honesty and accountability.
Just as Dexter's father provided him with a moral framework to channel his dangerous urges, educators and institutions must provide students with a robust ethical framework for AI. This isn't about eradicating the "dark passenger" of AI, for it is already here and its power will only grow. Instead, it's about teaching students to master it, to wield its immense capabilities with purpose, integrity, and a profound understanding of their own intellectual journey. Only then can AI truly serve as a tool for enlightenment, rather than a shortcut to intellectual atrophy.
What seems to interfere in Dexter’s seemingly honorable efforts to rid the world of people who fall between the cracks of justice for one reason or another is his “dark passenger.” As the series progresses, the dark passenger allows more graying of the lines in the criteria so Dexter can justify his killing. This entry doesn’t equate killing bad people with cheating on an essay but AI as the dark passenger does seem to illustrate a graying of the line between exclusively personal work done on research papers and other research-based assignments with the assistance or facilitation of writing provided by AI like ChatGPT or Gemini.
The rise of artificial intelligence in education has sparked a fervent debate, often framed in terms of fear or Utopian promise. But for students grappling with this powerful new tool, perhaps a more nuanced metaphor is needed: AI as a "dark passenger," much like the internal force that drives Dexter Morgan in the popular series. This isn't to say AI is inherently evil, but rather, like Dexter's compulsion, it's a potent, amoral force that can be channeled for both constructive and destructive ends, depending entirely on the "code" by which it's governed.
On one hand, AI can be an invaluable ally, a silent partner in the pursuit of knowledge. For the struggling student, it can act as an infinitely patient tutor, explaining complex concepts in myriad ways until understanding dawns. For the researcher, it can sift through mountains of data, identify patterns, and synthesize information at speeds impossible for a human mind. It can assist with organization, streamline mundane tasks, and even spark creativity by offering new perspectives or generating initial drafts. In this light, AI is a force for efficiency and empowerment, helping students overcome academic hurdles and unlock their full potential, much as Dexter's dark passenger, when controlled by his father's code, allows him to "do good" by targeting criminals.
However, the "dark passenger" analogy also serves as a stark warning. The allure of effortless answers can be intoxicating. Students might succumb to the temptation of letting AI do their thinking for them, eroding critical analysis, problem-solving skills, and genuine intellectual engagement. Plagiarism, already a persistent challenge, takes on a new dimension when AI can generate seemingly original content with alarming ease. The very act of learning, which thrives on struggle and independent thought, risks being short-circuited. When the "dark passenger" takes over without a guiding code, it leads to chaos and destructive outcomes. Similarly, unchecked reliance on AI can lead to academic dishonesty, intellectual stagnation, and a generation of students ill-equipped to navigate a world that still demands human ingenuity and ethical judgment.
So, how do we equip students with a "code" to manage this powerful force? The answer lies in education, transparency, and a redefinition of what it means to learn. Educators must move beyond simply banning AI and instead teach students how to use it responsibly and ethically. This means fostering AI literacy: understanding how these tools work, their limitations, and the biases they might perpetuate. It means emphasizing critical evaluation of AI-generated content, recognizing that the output is only as good as the input and the human oversight. Most importantly, it means promoting transparency – students should be encouraged to cite AI as a tool, just as they would any other resource, fostering a culture of honesty and accountability.
Just as Dexter's father provided him with a moral framework to channel his dangerous urges, educators and institutions must provide students with a robust ethical framework for AI. This isn't about eradicating the "dark passenger" of AI, for it is already here and its power will only grow. Instead, it's about teaching students to master it, to wield its immense capabilities with purpose, integrity, and a profound understanding of their own intellectual journey. Only then can AI truly serve as a tool for enlightenment, rather than a shortcut to intellectual atrophy.