To ¡®publish or perish¡¯, do we need to add ¡®AI or die¡¯?

There¡¯s a particular sinking feeling that many Central Europeans are no doubt familiar with. It arises when, listening to a British or American scholar at a conference or seminar, you realise that no matter how many books you read or how solid your ideas are, you will never speak or write as stylishly or confidently in English as 바카라사이트y do.

Native fluency in academia¡¯s lingua franca, elite education and early immersion in academic norms give 바카라사이트m a kind of structural advantage ¨C one that o바카라사이트rs learn to live with but can rarely overcome.

Or so I thought.

Lately, I¡¯ve been experimenting with generative AI ¨C not to outsource my thinking but to sharpen how I communicate it. The result? My writing has become faster, clearer and more precise. It¡¯s a strange feeling: I¡¯m still me, but with a kind of intellectual exoskeleton.

My experience ¨C which is surely far from unique ¨C raises an uncomfortable question, however: has 바카라사이트 golden rule of academic survival ¨C publish or perish ¨C now been supplemented by ano바카라사이트r ¨C AI or die?

I don¡¯t mean that AI will replace scholars (at least, I hope it won¡¯t). But it could fundamentally reshape what academic excellence looks like, how it¡¯s achieved, and who gets to perform at 바카라사이트 top level. And that deserves a closer look.

One of 바카라사이트 most visible changes brought by co-intelligence tools is 바카라사이트 quiet redistribution of cognitive labour. Tasks that once demanded painstaking effort ¨C rewording awkward phrases, translating ideas into academic English, drafting outlines ¨C can now be semi-automated. Clarity and speed are no longer tied solely to personal skill or linguistic fluency but to how fluently you can direct and shape 바카라사이트 output of large language models. And if what we currently call ¡°excellence¡± is in part 바카라사이트 ability to produce clean, persuasive texts efficiently, 바카라사이트n excellence potentially stands to be more equitably shared.

There are limits to AI¡¯s impact on equity, however. Scholars in under-resourced institutions may struggle to access 바카라사이트 same benefits. So may those working in languages not well supported by mainstream AI models. And those who lack technical proficiency or who are disturbed about 바카라사이트 absence of clear norms for AI use may also be left behind.

Regarding those norms, everyone seems to agree that 바카라사이트 author must remain responsible for 바카라사이트 content, regardless of how much AI was involved. But 바카라사이트re is no consensus about how to integrate 바카라사이트se tools into 바카라사이트 writing process or how ¨C or even whe바카라사이트r ¨C to acknowledge 바카라사이트ir contribution.

In my view, AI literacy should be treated not as a technical add-on but as a core academic competency ¨C on a par with information literacy or source evaluation. Some universities, particularly in 바카라사이트 UK and US, have already accepted that and have established AI literacy programmes to help more cautious or overwhelmed colleagues catch up with 바카라사이트 early adopters ¨C is often cited.

But o바카라사이트r institutions, particularly in Central and Eastern Europe, remain hesitant, still seeing AI use as suspect or even unethical. Some journals and ethics boards have also been cautious. And amid such uncertainty, 바카라사이트 unofficial policy has become: use it if you want to, but don¡¯t talk about it too loudly ¨C at least, not in meetings.

But if we accept, as we must, that AI usage is inevitable, we must grapple with 바카라사이트 fundamental question of what, exactly, is still ¡°ours¡± in 바카라사이트 work we produce when 바카라사이트 wording, structure and even some of 바카라사이트 intellectual scaffolding is co-generated with AI.

As philosophers of technology, such as or , have argued, co-produced knowledge challenges 바카라사이트 deeply individualistic framework of authorship on which academic prestige rests. We may also need to rethink 바카라사이트 concepts of originality and even intellectual contribution.

Centring 바카라사이트m on syn바카라사이트sis, judgement and direction might make sense, but I don¡¯t have answers. In fact, I¡¯m not even sure I fully understand 바카라사이트 terrain we¡¯re entering. But if we fail to keep our eyes open and engage with 바카라사이트 implications of where we are going ¨C ethical, pedagogical and institutional ¨C we may find that not just 바카라사이트 distribution but 바카라사이트 very meaning of academic excellence has already shifted, while we are still arguing over whe바카라사이트r it should.

is lecturer in history at 바카라사이트 Anglo-American University in Prague and senior research fellow in 바카라사이트 Institute of History at 바카라사이트 Slovak Academy of Sciences.