Examining the Ethical Aspects of Using Artificial Intelligence in Academic Writing: The Case of ChatGPT

Samet Büyükada

Makale detayları

Examining the Ethical Aspects of Using Artificial Intelligence in Academic Writing: The Case of ChatGPT

Yazarlar:

Samet Büyükada

Yayıncı:

Recep Tayyip Erdoğan University

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Rize İlahiyat Dergisi Issue 26, pp.1-12

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315477

pISSN:

2980-0331

Anahtar kelimeler:

Özet:

 What can I know? How can I know? How can I act? These questions have been the subject of exploration throughout the history of philosophy. In a process where answers are constantly updated, the current state indicates a shift from inquiries into the truth of knowledge to the commodification of everyday knowledge. Artificial intelligence AI language models like ChatGPT 3.5 go beyond being mere companions in ordinary conversations; but in its own word, it is a mechanism with the ability to understand, analyze, and generate language. With the advancement of artificial intelligence, AI-based language models provide benefits in academic writing processes such as speed, data-driven content generation, and error reduction for researchers, writers, and students. However, this progress also brings ethical concerns. In the present era, it is crucial not only to acknowledge the capability of AI to generate articles but also to confront the reality of how to evaluate such articles. The collaboration between artificial intelligence and humans makes it possible to create original and valuable content in the academic world. However, the degree of plagiarism in the proposed idea and the appropriate response to plagiarism are debatable. In this study, we discuss how to evaluate writings produced with the assistance of AI-based language programs, considering the coevolution and interaction of artificial intelligence and academic writing. In the first section, we examined ChatGPTs conceptual analysis and logical inference principles. ChatGPT provides reasonable answers to general topics within certain ethical preconceptions. However, it may not be sufficiently successful in logical reasoning, especially in issues related to logical deduction, leading to logical inconsistencies when faced with repetitive commands. This inconsistency can also permeate its ethical preconception, raising questions about how the existing preconceptions are designed and opening a discussion about the reliability of ChatGPT. In the second section, we asked ChatGPT to write an essay on a comparative topic. It is possible to write an article with the help of ChatGPT without a word limit, using accurate and explanatory command syntax. However, how the originality and plagiarism check of the presented text should be conducted is debatable. As demonstrated in this study, online plagiarism detection services, as of now, cannot provide artificial intelligence support to detect similarities in all languages. Therefore, the similarity ratio of writings with the same content in English and Turkish can be entirely different. Moreover, the extent to which a text written with AI assistance can be considered original is also a subject of debate. ChatGPT, which can be beneficial not only for learners but also for educators and those involved in the scrutiny and publishing process of writings, presents an unavoidable issue in how it should be integrated into academia. Moving forward within the framework of possible answers to this debate, we have reached the following conclusion: While the progress brought by artificial intelligence offers useful opportunities for researchers, if not carefully managed from ethical and reliability perspectives, it can lead to the researcher deviating from their originality. Ultimately, a study produced with the assistance of artificial intelligence should inherently encompass the researchers originality and ethical concerns.

 What can I know? How can I know? How can I act? These questions have been the subject of exploration throughout the history of philosophy. In a process where answers are constantly updated, the current state indicates a shift from inquiries into the truth of knowledge to the commodification of everyday knowledge. Artificial intelligence AI language models like ChatGPT 3.5 go beyond being mere companions in ordinary conversations; but in its own word, it is a mechanism with the ability to understand, analyze, and generate language. With the advancement of artificial intelligence, AI-based language models provide benefits in academic writing processes such as speed, data-driven content generation, and error reduction for researchers, writers, and students. However, this progress also brings ethical concerns. In the present era, it is crucial not only to acknowledge the capability of AI to generate articles but also to confront the reality of how to evaluate such articles. The collaboration between artificial intelligence and humans makes it possible to create original and valuable content in the academic world. However, the degree of plagiarism in the proposed idea and the appropriate response to plagiarism are debatable. In this study, we discuss how to evaluate writings produced with the assistance of AI-based language programs, considering the coevolution and interaction of artificial intelligence and academic writing. In the first section, we examined ChatGPTs conceptual analysis and logical inference principles. ChatGPT provides reasonable answers to general topics within certain ethical preconceptions. However, it may not be sufficiently successful in logical reasoning, especially in issues related to logical deduction, leading to logical inconsistencies when faced with repetitive commands. This inconsistency can also permeate its ethical preconception, raising questions about how the existing preconceptions are designed and opening a discussion about the reliability of ChatGPT. In the second section, we asked ChatGPT to write an essay on a comparative topic. It is possible to write an article with the help of ChatGPT without a word limit, using accurate and explanatory command syntax. However, how the originality and plagiarism check of the presented text should be conducted is debatable. As demonstrated in this study, online plagiarism detection services, as of now, cannot provide artificial intelligence support to detect similarities in all languages. Therefore, the similarity ratio of writings with the same content in English and Turkish can be entirely different. Moreover, the extent to which a text written with AI assistance can be considered original is also a subject of debate. ChatGPT, which can be beneficial not only for learners but also for educators and those involved in the scrutiny and publishing process of writings, presents an unavoidable issue in how it should be integrated into academia. Moving forward within the framework of possible answers to this debate, we have reached the following conclusion: While the progress brought by artificial intelligence offers useful opportunities for researchers, if not carefully managed from ethical and reliability perspectives, it can lead to the researcher deviating from their originality. Ultimately, a study produced with the assistance of artificial intelligence should inherently encompass the researchers originality and ethical concerns.

 What can I know? How can I know? How can I act? These questions have been the subject of exploration throughout the history of philosophy. In a process where answers are constantly updated, the current state indicates a shift from inquiries into the truth of knowledge to the commodification of everyday knowledge. Artificial intelligence AI language models like ChatGPT 3.5 go beyond being mere companions in ordinary conversations; but in its own word, it is a mechanism with the ability to understand, analyze, and generate language. With the advancement of artificial intelligence, AI-based language models provide benefits in academic writing processes such as speed, data-driven content generation, and error reduction for researchers, writers, and students. However, this progress also brings ethical concerns. In the present era, it is crucial not only to acknowledge the capability of AI to generate articles but also to confront the reality of how to evaluate such articles. The collaboration between artificial intelligence and humans makes it possible to create original and valuable content in the academic world. However, the degree of plagiarism in the proposed idea and the appropriate response to plagiarism are debatable. In this study, we discuss how to evaluate writings produced with the assistance of AI-based language programs, considering the coevolution and interaction of artificial intelligence and academic writing. In the first section, we examined ChatGPTs conceptual analysis and logical inference principles. ChatGPT provides reasonable answers to general topics within certain ethical preconceptions. However, it may not be sufficiently successful in logical reasoning, especially in issues related to logical deduction, leading to logical inconsistencies when faced with repetitive commands. This inconsistency can also permeate its ethical preconception, raising questions about how the existing preconceptions are designed and opening a discussion about the reliability of ChatGPT. In the second section, we asked ChatGPT to write an essay on a comparative topic. It is possible to write an article with the help of ChatGPT without a word limit, using accurate and explanatory command syntax. However, how the originality and plagiarism check of the presented text should be conducted is debatable. As demonstrated in this study, online plagiarism detection services, as of now, cannot provide artificial intelligence support to detect similarities in all languages. Therefore, the similarity ratio of writings with the same content in English and Turkish can be entirely different. Moreover, the extent to which a text written with AI assistance can be considered original is also a subject of debate. ChatGPT, which can be beneficial not only for learners but also for educators and those involved in the scrutiny and publishing process of writings, presents an unavoidable issue in how it should be integrated into academia. Moving forward within the framework of possible answers to this debate, we have reached the following conclusion: While the progress brought by artificial intelligence offers useful opportunities for researchers, if not carefully managed from ethical and reliability perspectives, it can lead to the researcher deviating from their originality. Ultimately, a study produced with the assistance of artificial intelligence should inherently encompass the researchers originality and ethical concerns.

 Neyi bilebilirim? Nasıl bilebilirim? Nasıl eylemde bulunurum? sorularına felsefe tarihi boyunca cevap aranmıştır. Yanıtların sürekli yenisi ile güncellendiği bir süreçte, bugün geldiğimiz nokta bize bilginin hakikatine yönelik araştırmaların yerini gündelik bilginin ticaretine bıraktığını göstermektedir. ChatGPT 3,5 gibi yapay zekâ dil modelleri insanların sıradan sohbet arkadaşı olmasının ötesinde, kendi ifadesi ile dili anlama, analiz etme ve üretme yeteneklerine sahip bir mekanizmadır. Yapay zekanın gelişimiyle birlikte, akademik yazım süreçlerinde yapay zekâ tabanlı dil modelleri araştırmacılara, yazarlara ve öğrencilere yazma sürecinde hız, veriye dayalı içerik üretimi ve hataların azaltılması gibi faydalar sunarken, etik kaygıları da beraberinde getirmektedir. İçinde bulunduğumuz çağ itibariyle yapay zekânın makale yazabilir olması değil, bu makaleyi nasıl değerlendirmemiz gerektiği gerçeği ile yüzleşmek zorundayız. Yapay zekâ ve insan iş birliğinin, akademi dünyasında özgün ve değerli içerikler oluşturması imkânsız değildir. Buna karşın öne sürülen düşüncenin ne derece intihal olduğu, intihal ise nasıl bir tavır izlenmesi gerektiği tartışmalıdır. Bu çalışmada, yapay zekâ ve akademik yazım alanlarının birlikte ilerlemesi ve etkileşimi dikkate alındığında yapay zekâ temelli dil programlarının yardımı ile üretilen yazıları nasıl değerlendirmemiz gerektiğini tartışacağız. Bu doğrultuda ilk bölümde, ChatGPTnin kavramsal tahlil ve mantıksal çıkarım ilkelerini sınadık. ChatGPT kendisine sorduğumuz genel konulara belirli etik ön kabuller çerçevesinde makul yanıtlar vermektedir. Buna karşın, özellikle mantıksal akıl yürütmeye ilişkin konularda yeteri kadar başarılı olamadığı gibi tekrar eden komutlar ChatGPTnin mantıksal tutarsız yanıtlar vermesine sebep olmaktadır. Söz konusu tutarsızlık kendisinin etik ön kabulüne de sirayet edebilmektedir. Dolayısı ile mevcut ön kabullerin nasıl tasarlandığına ilişkin soruları beraberinde getirmekte ve ChatGPTnin güvenirliğini tartışmaya açmaktadır. İkinci bölümde ise ChatGPTden karşılaştırmalı bir konu üzerine deneme yazmasını istedik. Doğru ve açıklayıcı komut dizimi ile kelime sınırı olmaksızın ChatGPT yardımı ile bir makale yazmak mümkündür. Buna karşın ortaya konan metnin özgünlük ve intihal denetiminin nasıl yapılacağıyapılması gerektiği tartışmalıdır. Bu çalışmada da gösterildiği gibi çevrimiçi benzerlik tespit uygulamaları tüm dilleri algılayacak şekilde yapay zekâ desteğini henüz sağlayamadığı için İngilizce ve Türkçe aynı içeriğe sahip yazıların benzerlik oranı birbirinden tamamen farklıdır. Bununla birlikte, yapay zekâ yardımı ile yazılan bir metnin ne derece özgün kabul edileceği de ayrıca tartışmalıdır. Sadece öğrenen değil öğreten ve yazıların denetlenme ve yayımlanma sürecinde rol alacak kimselerin de faydalanabileceği ChatGPTnin akademide ne şekilde yer alacağıalması gerektiği ötelenemez bir meseledir. Çalışmamızı bu tartışmaya verilebilecek yanıtlar çerçevesinde ilerleterek şu sonuca ulaştık: Yapay zekânın getirdiği ilerleme araştırmacılara kullanışlı imkanlar sunsa da etik ve güvenilirlik açılarından dikkatli bir şekilde yönetilmediği takdirde araştırmacının özgün doğasından uzaklaşmasına sebep olabilir. Netice itibariyle yapay zekâ yardımı ile ortaya konan bir çalışmanın araştırmacının kendi özgünlüğünü ve etik kaygılarını içermesi esastır.

Makale detayları

Examining the Ethical Aspects of Using Artificial Intelligence in Academic Writing: The Case of ChatGPT

Yazarlar:

Samet Büyükada

Yayıncı:

Recep Tayyip Erdoğan University

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Rize İlahiyat Dergisi Issue 26, pp.1-12

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315477

pISSN:

2980-0331

Artificial intelligence

academic writing

ChatGPT

plagiarism detection

reliabilityYapay zekâ

akademik yazım

intihal denetleme

etik

ChatGPT

güvenirlik

Sayı

Makale detayları

Yazarlar: Samet Büyükada

Yayıncı: Recep Tayyip Erdoğan University

Ana Başlıklar: Dini Araştırmalar (Diğer)

Dergi: Rize İlahiyat Dergisi Issue 26, pp.1-12

Belge Tipi: Makale

Yayın Tarihi: 4/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001315477

pISSN: 2980-0331

Sayı

Yazarlar:

Samet Büyükada

Yayıncı:

Recep Tayyip Erdoğan University

Ana Başlıklar:

Dini Araştırmalar (Diğer)

Dergi:

Rize İlahiyat Dergisi Issue 26, pp.1-12

Belge Tipi:

Makale

Yayın Tarihi:

4/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001315477

pISSN:

2980-0331