ARTIFICIAL INTELLIGENCE AND THE ADVENT OF ACADEMIC PSYCHOSIS: A POSITION PAPER

Abstract

Artificial intelligence (AI) is a special area of computer technology
that has been used to create different systems that are capable of
carrying out tasks that typically require human reasoning and
learning, problem-solving, including understanding and
interpretation of languages. Over the years, AI been integrated into
the field of education, changing the way information is created,
received, assessed and shared. Nevertheless, with the possibility of AI
to provide easy access and personalization of knowledge, the
introduction into academia has been met with both enthusiasm and
concern; and there are anxieties that although AI seem to be widely
accepted, efficient, and democratize knowledge, they also threaten to
erode the basic principles of learning. This paper presents a concept
of academic psychosis, a figurative state where excessive reliance on
AI causes dependency, distorted thinking, and loss of critical
thinking. The analysis of some peer-reviewed papers published
between 2015-2024 has thrown more light on how AI technologies
may influence the cognitive, psychological, and behavioral patterns
of learners, especially in the universities. The argument of this paper,
based on deductions from available literature, is that academic
psychosis is a newly created phenomenon that requires immediate
intellectual and institutional response. The argument presents four
major threat areas; loss of critical thinking, enhancement of
delusional thinking, scholarly dependence and identity crisis, and
systemic moral vulnerability. The counter arguments that the AI will
increase productivity, democratize knowledge, or can be controlled
with the help of protective measures are critically analyzed and
refuted. The paper concludes by arguing that unless some radical steps are taken, academia risks drifting into a situation where
machine phantasms are equated to human wisdom. It suggests
institutional and governmental policies, including a viable pilot
program, and makes recommendations for extensive AI literacy,
building up strong ethical standards, reasserting human-focused
research, and consideration of the psychological aspect of AI usage.