El uso de la IA y la formación universitaria en humanidades

Nancy Abigail Nuñez-Hernández

doi:10.22201/fesa.26832917e.2026.7.2.474

Authors

Nancy Abigail Nuñez-Hernández National Autonomous University of Mexico. Facultad de Estudios Superiores Acatlán (MX) https://orcid.org/0000-0002-9874-9751

DOI:

https://doi.org/10.22201/fesa.26832917e.2026.7.2.474

Keywords:

Artificial Inteligence, critical thinking, humanities, ChatGPT

Abstract

This paper argues for the need to restrict the use of artificial intelligence (AI) tools, such as large language models (LLMs), in the early stages of university education in the humanities field. For students and professionals in this field, critical thinking is a fundamental tool, comparable to mathematical thinking for science or engineering professionals. Scientific evidence shows that the early use of LLMs can erode and obstruct critical thinking in young users, making it advisable to restrict their use during the formative stage in humanities.

Downloads

Download data is not yet available.

Author Biography

Nancy Abigail Nuñez-Hernández, National Autonomous University of Mexico. Facultad de Estudios Superiores Acatlán

She holds a PhD in Philosophy from Universidad Nacional Autónoma de México (UNAM), a Master's degree in Philosophy from UNAM, a Master's degree in Philosophy, Science, and Values from Universidad Del País Vasco, and a Bachelor's degree in Philosophy from UNAM. She has worked as a researcher at the University of Turin (Italy), the University of Hamburg (Germany), and the Institute of Philosophy of the Czech Academy of Sciences. She has been a member of research projects funded by CONACYT and UNAM (PAPIIT) at Instituto de Investigaciones en Matemáticas Aplicadas y Sistemas de la UNAM and at Facultad de Estudios Superiores Acatán. Among her publications is the edited volume Philosophy of Computing, published by Springer (2023). She has also published research articles in prestigious international journals such as the Journal of Philosophical Logic and Computational Brain and Behavior (both Q1 journals). She is currently a professor at Facultad de Estudios Superiores Acatlán from UNAM. Previously, she taught at at Universidad Autónoma Metropolitana, Universidad Panamericana and has been a visiting professor at Universidad Autónoma de Aguascalientes and the University of Pilsen in the Czech Republic.

References

Astobiza, Aníbal Monasterio. 2022. “Arte y algoritmos.” Aisthesis 72: 282-297. https://doi.org/10.7764/Aisth.72.15 DOI: https://doi.org/10.7764/Aisth.72.15

Frankfurt, Harry G. 2006. On bullshit. Sobre la manipulación de la verdad. Madrid: Paidós.

Frykholm, Joel. 2020. “Critical thinking and the humanities: A case study of conceptualizations and teaching practices at the Section for Cinema Studies at Stockholm University.” Arts and Humanities in Higher Education 20, no. 3: 253-273. https://doi.org/10.1177/1474022220948798 DOI: https://doi.org/10.1177/1474022220948798

Gerlich, Michael. 2025. “AI tools in society: Impacts on cognitive offloading and the future of critical thinking.” Societies 15, no. 1: 6. https://doi.org/10.3390/soc15010006 DOI: https://doi.org/10.3390/soc15010006

Hicks, Michael Townsen, James Humphries, Joe Slater. 2024. “ChatGPT is bullshit.” Ethics and Information Technology 26: 38. https://doi.org/10.1007/s10676-024-09775-5 DOI: https://doi.org/10.1007/s10676-024-09775-5

Hitchcock, David. 2022. “Critical thinking”. In The Stanford Encyclopedia of Philosophy, edited por Edward N. Zalta y Uri Nodelman. https://plato.stanford.edu/entries/critical-thinking/.

Kosmyna, Nataliya, Eugene Hauptmann, Ye Tong Yuan, Jessica Situ, Xian-Hao Liao, Ashly Vivian Beresnitzky, Iris Braunstein, and Pattie Maes. 2025. “Your brain on ChatGPT: Accumulation of cognitive debt when using an AI assistant for essay writing task.” https://arxiv.org/abs/2506.08872

McCarthy, John, Marvin L. Minsky, Nathaniel Rochester, and Claude E. Shannon. 2006. “A proposal for the Dartmouth summer research project on artificial intelligence, August 31, 1955.” AI Magazine 27, no. 4: 12-14. https://doi.org/10.1609/aimag.v27i4.1904

Newell, Allen, Herbert Simon. 1956. "The logic theory machine – A complex information processing system." IRE Transactions on Information Theory 2, no. 3: 61-79. https://doi.org/10.1109/TIT.1956.1056797 DOI: https://doi.org/10.1109/TIT.1956.1056797

Nussbaum, Martha C. 2005. El cultivo de la humanidad: Una defensa clásica de la reforma en la educación liberal. Barcelona: Paidós.

Paul, Richard y Linda Elder. 2003. La mini-guía para el pensamiento crítico: Conceptos y herramientas. Santa Barbara, CA: Foundation for Critical Thinking. https://www.criticalthinking.org/resources/PDF/SP-ConceptsandTools.pdf

Siegel, Harvey. 1988. Educating Reason: Rationality, Critical Thinking, and Education. New York: Routledge.

Stadler, Matthias, Maria Bannert, and Michael Sailer. 2024. “Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry.” Computers in Human Behavior 160: 108386. https://doi.org/10.1016/j.chb.2024.108386 DOI: https://doi.org/10.1016/j.chb.2024.108386

Weizenbaum, Joseph. 1966. “ELIZA—A computer program for the study of natural language communication between man and machine.” Communications of the ACM 9.1: 36-45. https://doi.org/10.1145/365153.365168 DOI: https://doi.org/10.1145/365153.365168