As we are all becoming increasingly aware, the rapid proliferation of tools such as ChatGPT and Claude has fundamentally altered how society accesses and synthesizes information. As a school community, we recognize that this technology is not a temporary trend, but an ever-evolving fixture in the academic and professional lives of our students. Consequently, ignoring its existence or relying exclusively on strict technological bans is an insufficient strategy for preparing our youth for the future. Instead, Maranatha is committed to a proactive, evidence-based approach that harnesses the benefits of these tools while diligently safeguarding the cognitive development and intellectual autonomy of every learner.

We have convened an AI committee to update Maranatha’s philosophy of this technology and provide a clearer framework for academic integrity, teaching, and learning. This work will be grounded in our Christian understanding of people as made in God’s image and called to develop their gifts with honesty and discernment. AI is already part of our students’ world. We have a responsibility to help students understand these tools and use them thoughtfully while developing their own capacity to think, create, and exercise good judgment.

MIT recently released a committee report based on five months of research, meetings, and conversations across its campus about AI’s role in teaching and learning. The results were alarming. The committee reported that AI use was undermining students’ mastery and confidence while making it harder for instructors to determine what students actually understood. It also described declining attendance at office hours and participation in online discussions, along with markedly fewer in-person study groups, as students increasingly turned to AI instead of working through problems with teachers and peers. 

Using AI is often a form of “cognitive offloading,” or shifting mental work to an outside tool. Getting help can support learning, but having AI interpret the reading, develop the argument, or solve the problem can remove the practice a student needs. Several studies have measured this effect, one in high school mathematics finding that students using a standard AI assistant perform better with its help but worse on subsequent assessments when they had to work independently. 

In his New Yorker article, “Should the Classroom Be More Like the Gym?”, Dan Rockmore offers a helpful comparison. We exercise because doing the work makes us stronger. Having someone else lift the weights would defeat the purpose. Academic work serves a similar function: reading carefully, working through a problem, and revising an argument develop neurological “muscles” for use well beyond the assignment. 

For now, I encourage you to have a curious, straightforward conversation with your student about how they use AI. When they are doing their work, ask them to show you an example and explain what thinking they did themselves. Encourage an initial attempt before seeking help, and allow some manageable frustration while remaining available for support. When a teacher permits AI, students can ask for hints or questions that help them move forward. Afterward, have them close the tool and explain the concept or try a similar problem independently. Practicing from memory helps strengthen learning and reveals where more help is needed. At home, we can reinforce these habits by asking what students understand better, recognizing their progress, and keeping our conversations about school from revolving entirely around grades.

This article begins a multipart series in which I will share our AI committee’s discussions, developing recommendations, and practical guidance for families. Our work includes considering how teachers design meaningful assignments, communicate expectations, and assess what students actually understand. Of course, students should continue to follow their teachers’ directions about AI and ask when those expectations are unclear. Thank you for partnering with us as we help students build the habits and judgment to take responsibility for their learning.