Rutgers Law adjunct lecturer David S. Kemp argues that despite ChatGPT’s limitations in producing accurate legal research, these shortcomings can be leveraged as teaching tools in law schools. By encouraging students to use AI-generated text as a starting point and then to verify its content using reliable sources, educators can enhance students’ research skills, critical thinking, and ethical responsibility.
Rutgers Law adjunct lecturer David S. Kemp argues that generative artificial intelligence (AI) tools like ChatGPT can effectively complement conventional methods of learning in law school and can push law students (and their instrutors) to think critically and creatively about the future of legal practice. Mr. Kemp points out that generative AI is poised to revolutionize the practice of law and that forward-looking law educators should embrace the technology to best position their students to succeed today and tomorrow.
Cornell Law professor Michael C. Dorf considers the implications of ChatGPT and other generative AI tools in law schools. Professor Dorf observes that for now, smart, well-motivated students will outperform AI in most tasks required of law students, but legal educators will soon have to grapple with the reality that banning AI-based tools will make less and less sense as they become more mainstream various ways in legal practice.
Illinois Law professors Lesley Wexler and Jennifer Robbennolt comment on the recent decision by a judge declining to require an apology from the lawyers who submitted a brief with fictitious cases generated by ChatGPT. Professors Wexler and Robbennolt explain why the judge’s reasoning that “a compelled apology is not a sincere apology” assumes that a compelled apology has no value and fails to consider the other purposes apologies serve, such as acknowledgment to victims and affirmation of violated norms.
Cornell professor Joseph Margulies expresses concern over the ability of ChatGPT—the AI-powered chatbot—to draft increasingly sophisticated and accurate writings that some college students might use instead of putting in the painstaking work of writing on their own. Professor Margulies asked ChatGPT to generate a response to an assignment akin to one he would assign in his own class, and it generated a B-quality essay. He then explores what this means for student learning—particularly in the context of writing.
