Prominent journalist Derek Thompson, known for his insights on technology and culture, recently took to social media to articulate a strong stance on the relationship between writing and thinking, particularly in the age of large language models (LLMs). In a recent tweet, Thompson asserted that "the act of writing is an act of thinking," cautioning that over-reliance on AI tools for writing could lead to a significant decline in cognitive engagement. His statement highlights growing concerns among educators and professionals about the long-term impact of artificial intelligence on critical thought processes.
Thompson, a contributing writer for The Atlantic and host of the "Plain English" podcast, has frequently explored the intersection of technology, labor, and society. His recent move to Substack underscores his continued focus on these evolving themes. He has previously described AI as an "insanely fast, remarkably well-read, exceptionally smart research assistant who’s also a terrible writer who happens to BS a lot," indicating a nuanced but wary perspective on its capabilities.
The core of Thompson's argument, as stated in his tweet, is that "Writing is not a second thing that happens after thinking. The act of writing is an act of thinking. Writing is thinking." This perspective posits that the very process of articulating thoughts through writing is integral to their formation and refinement. He suggests that this fundamental cognitive process is jeopardized when individuals delegate their writing to AI.
Thompson further warned about the consequences for students, academics, and others who "outsource their writing to LLMs." He contended that such practices would result in "their screens full of words and their minds emptied of thought." This concern resonates with broader discussions about "cognitive offloading," where relying on external tools for mental tasks can diminish internal cognitive abilities.
Recent studies have begun to explore these potential impacts, with some research indicating a negative correlation between frequent AI tool usage and critical thinking skills, often attributed to a phenomenon known as "cognitive offloading." These findings suggest that while AI can be a powerful research aid, its uncritical adoption for generative tasks may inadvertently hinder the development of essential analytical and synthetic thinking. The ongoing discussion among educators and technologists centers on finding a balance that leverages AI's benefits without compromising fundamental intellectual development.