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I input the prompt – “Rewrite the declaration of independence but it is for a class called ‘innovative arts’ where students are breaking from the lack of autonomy and creativity in the traditional school system” and here was the response:

When in the course of human events, it becomes necessary for students to dissolve the rigid educational systems which have constrained their autonomy and creativity, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of nature’s Creator entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to such separation.

We hold these truths to be self-evident, that all students are endowed with certain unalienable rights, that among these are the pursuit of autonomy, creativity, and happiness. That to secure these rights, educational systems are instituted among students, deriving their just powers from the consent of the students.

That whenever any form of educational system becomes destructive of these ends, it is the right of the students to alter or to abolish it, and to institute new educational systems, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their autonomy, creativity, and happiness.

Prudence, indeed, will dictate that educational systems long established should not be changed for light and transient causes; and accordingly all experience hath shown that students are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such educational systems, and to provide new guards for their future security.

Such has been the patient sufferance of these students; and such is now the necessity which constrains them to alter their former educational systems. The history of traditional schooling is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over the minds of students. To prove this, let facts be submitted to a candid world.

We, the students of Innovative Arts, declare that our previous educational systems have failed to foster our autonomy, creativity, and happiness. They have stifled our potential by placing rigid constraints on our ability to explore and innovate. They have limited our individuality by prioritizing conformity over self-expression. They have forced us to adhere to narrow definitions of success and intelligence, {NEWORK ERROR}

It was just getting good! This took forever to generate, so the error was not a surprise. I don’t agree with the sentence on consent of the students, that would take a rewrite. If I try this again, I will specify that this is from a teachers perspective and not the students… but looking at it from this lens has me thinking.

I asked for the last 3 paragraphs with the same prompt – the difference I noticed right away is bolded.

When, in the course of artistic events, it becomes necessary for students to dissolve the rigid structures and constraints that have impeded their creative progress, and to assume among the powers of the earth, the separate and equal station to which the laws of nature and of art entitle them, a decent respect to the opinions of their peers requires that they should declare the causes which impel them to this innovation.

We hold these truths to be self-evident, that all students are endowed with certain unalienable rights, that among these are autonomy, creativity, and the pursuit of meaningful expression. That to secure these rights, schools are instituted among students, deriving their just powers from the consent of the governed, that whenever any form of schooling becomes destructive of these ends, it is the right of the students to alter or abolish it, and to institute new forms of learning, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their artistic development and happiness.

Prudence, indeed, will dictate that schools long established should not be changed for light and transient causes; and accordingly, all experience has shown that students are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same object evinces a design to reduce them under absolute despotism, it is their right, it is their duty, to throw off such constraints, and to provide new guards for their artistic future.

It occurs to me that AI used in this way is a great brainstorming tool. The output word choices, the connections and implications are all different rabbit holes I could dive down. The framing of the issues or the translation of the ideas are so very rich with potential avenues of thought.

This post started as out as a whim but it is kind of blowing my mind!

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Being committed to writing a blog every single day is probably counterproductive in some ways. I’m usually tired, it can disrupt a nighttime routine, and it isn’t 2008 anymore … no one reads blogs. It feels like a fool’s errand sometimes.

On the other hand…

I have had some success in developing a new thought in the process of writing a post. A new idea is hard to quantify. How much time is it worth? Without my many attempts at writing thoughts out… and getting new thoughts in the process, where would I be?

It seems like a waste. But it’s just a part of my process, it is how I process.

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I made a tool that will help on the first day of class – it uses the analogy of a train on a railroad track to signify how our class needs to run. If the track is broken and the train gets off track, it is slow going. On the other hand, if we take the time and make a great track, then we can go farther, faster, and do much cooler things. Here is a picture of the two extremes.

I used a figjam to make this and can toggle each track between broken and fixed with just a keystroke. It’ll be way better than the paper one I made 6 months ago!

Now to plan the perfect way to introduce each of these sections.

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Yesterday I wrote about reinventing the wheel. I hope I’ve invented an even better wheel in the case of feedback for projects. The image below is going to be the guide (with the addition of some hand-written number ques to make it easier to follow). Students will need to go through this process with another student (or me) before they do every check-in.

It’ll be great!

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