By Kedoo Lightbody
While many educators remain skeptical of AI’s role in the classroom, Philosophy Professor Casandra Silva Sibilin, sees it as an opportunity and advocates for ethical AI use in bridging the gap between technology and critical thinking.
Sibilin, a Philosophy lecturer at York College, has a reputation for championing innovative teaching methods, particularly the integration of artificial intelligence (AI) in the classroom. Her approach to AI is centered on literacy. She encourages students and faculty to go beyond surface-level use of tools like ChatGPT and develop a deeper understanding of how they work. Understanding and learning about AI is crucial.
“If we treat it like magic, we won’t question it. And if we don’t question it, we miss its limitations and its possibilities,” said Sibilin.
Sibilin’s interest in AI predates the buzz surrounding tools like ChatGPT. In fact, her first teaching job involved a computer camp for children, where she introduced them to the basics of programming and computer logic.
“What is the meaning of life?” is Sibilin’s first question to AI. It is a question she has asked in many public discussions.
Sibilin grew up in Miami before moving to New York to attend Barnard College at Columbia University. It was there that her passion for philosophy took root, inspired by her professor, Dr. David Sidorsky.
“I’ve always been curious, always asking questions,” Sibilin said.
Since joining York College in 2007 as an adjunct and becoming a full-time faculty member in 2017, Sibilin has dedicated herself to fostering critical thinking among her students. For her, philosophy isn’t just an academic discipline, it’s a toolkit for life.
“Philosophy is for everyone,” Sibilin said and added. “It’s about asking questions and thinking critically, skills that are essential in every field.”
In her classes, Sibilin doesn’t shy away from integrating AI tools. Instead of banning them, she uses them to teach. She’s even developed custom versions of ChatGPT tailored to specific assignments. These customized tools provide guardrails, offering feedback while avoiding the pitfalls of generic AI use.
“Some students feel intimidated to ask questions in class, but with chatbot, there’s no judgement. It’s just there to help,” said Sibilin.
Her methods extend beyond York College. As part of the CUNY-wide Computing Integrated Teacher Education Initiative, she collaborates with faculty across disciplines to explore responsible AI use. The initiative focuses on creating resources specifically for CUNY students, emphasizing ethics and effective integration.
Despite her enthusiasm, Sibilin acknowledges the challenges of introducing AI in education. Faculty members often express concerns about academic integrity, while students sometimes feel overwhelmed by conflicting messages about AI’s appropriateness.
“There’s been a lot of focus on banning AI or detecting its use. But that’s not where the conversation should be. Instead, we need to rethink assignments to highlight what makes students’ work uniquely human. That’s the future emphasizing the qualities that AI can’t replicate,” said Sibilin.
Looking ahead, Sibilin envisions a world where AI is integrated into education, making mundane tasks easier and allowing educators to focus on what matters most: connecting with students. But she emphasizes the need for continued critical engagement.
“In five years, AI will be in everything we use,” Sibilin said. “We need to ensure we’re not just passive consumers of this technology but active, informed participants.”
