Proceedings of the 8th International Academic Conference on Teaching, Learning and Education
Year: 2024
DOI:
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Sociological Imagination and ChatGPT Conversation
James Moir
ABSTRACT:
This paper considers how educators in sociology may be able to use generative AI to enhance students’ understanding of C. Wight Mills’ concept of the sociological imagination. Sociological theories and conceptualisations can prove difficult for students to debate and apply. The concept of the sociological imagination is well known but often difficult to apply to pedagogical practice. Given the recent excitement around the use of generative AI in higher education, it is reasonable to suggest that tools such as ChatGPT could be used to aid students in developing their sociological imaginations. The paper poses this question through a conversation with ChatGPT. What emerges from the thematic analysis of the question-and-answer turns is that while ChatGPT can offer pedagogical suggestions and ways that students can engage with the concept of the sociological imagination, it tends to offer equivocal answers and adopts a neutral stance on challenging the practices and discourses that shape and determine our lives. Five themes are presented within the analysis: response format, utility, limitations, morals and politics, and digital assistant. Generative AI can help with conceptual understanding, but it is argued that the development of a sociological imagination is an experiential matter. The paper This involves students engaging in self-reflection, sharing perspectives and life experiences, listening to other students’ perspectives, and applying all of this to sociology’s focus on power and practices. The paper concludes by arguing that ChatGPT can only take students so far in the thinking sociologically by connecting with lived experience.
keywords: sociology; pedagogy; generative AI; experiential; education