Students who've learned dialogic engagement with AI behave completely differently. They ask follow-up questions during class discussions. They can explain their reasoning when challenged. They challenge each other's arguments using evidence they personally evaluated. They identify limitations in their own conclusions. They want to keep investigating beyond the assignment requirements. The difference is how they used it. This means approaching every AI interaction as a sustained interrogation. Instead of "write an analysis of symbolism in The Great Gatsby," students must "generate an AI analysis first, then critique what it missed with their own interpretations of the symbolism. “What assumptions does the AI make in its interpretation and how could it be wrong?" “What would a 20th-century historian say about this approach?” “Can you see these themes present in The Great Gatsby in your own life?”
