章节 1：校园 AI 现状与“混乱的活力”

📝 本节摘要：

本节作为访谈的开篇，主持人 Greg 引入了四位来自不同名校（LSE, 普林斯顿, 伯克利, 雷鸟/ASU）的学生嘉宾。大家一致认为 AI 已经在校园中无处不在，约 90% 的学生在日常工作流中使用它（如总结讲座、做作业）。虽然目前的氛围充满“混乱”和规则上的灰色地带，但也伴随着极大的能量和探索热情。与此同时，嘉宾们也指出了 AI 可能导致学生丧失批判性思维的“阴暗面”。

[原文] [Zain]: I think AI and especially how students use AI, it's very telling of those motivations. You know, there are some students who are using it to complete work for them, you know, to do it on their behalf. And there are some students who, you know, are staying away from AI, or using it proactively. They're using it in ways that reinforce their learning. It's our responsibility now as students to, you know, use this tool to, you know, achieve your own individual outcomes.

[译文] [Zain]: 我认为 AI，尤其是学生使用 AI 的方式，非常能说明他们的动机。你知道，有些学生用它来替自己完成工作，你知道，就是代劳。但也有些学生，你知道，在远离 AI，或者在主动地使用它。他们使用 AI 的方式是为了巩固学习。作为学生，我们现在的责任是，你知道，利用这个工具来，你知道，实现你个人的成果。

[原文] [Greg]: Everyone is talking about how AI is changing education, but we figured, what better way to learn about these changes than by asking actual students? My name is Greg; I'm from Anthropic, and today I'm joined by four university students who are here to give us the inside scoop. So, why don't you all introduce yourselves?,

[译文] [Greg]: 大家都在谈论 AI 如何改变教育，但我们想，了解这些变化的最好方式莫过于直接询问学生本人了？我是 Greg；我来自 Anthropic，今天我有幸邀请到四位大学生，他们将为我们带来内幕消息。那么，你们何不先自我介绍一下？

[原文] [Zain]: Hey, my name is Zain. I'm a final year student at the London School of Economics, and I study accounting and finance.

[译文] [Zain]: 嘿，我是 Zain。我是伦敦政治经济学院（London School of Economics）的最后一年学生，主修会计与金融。

[原文] [Chloe]: Hi, my name is Chloe. I'm a junior at Princeton, studying psychology and computer science.

[译文] [Chloe]: 嗨，我是 Chloe。我是普林斯顿大学的大三学生，主修心理学和计算机科学。

[原文] [Marcus]: Hi, I'm Marcus. I'm a senior at UC Berkeley, studying econ and data science.

[译文] [Marcus]: 嗨，我是 Marcus。我是加州大学伯克利分校（UC Berkeley）的大四学生，主修经济学和数据科学。

[原文] [Tino]: I'm Tino. I'm a second-year grad student at the Thunderbird School of Global Management at Arizona State University, and I'm studying a master's in digital transformation.

[译文] [Tino]: 我是 Tino。我是亚利桑那州立大学雷鸟全球管理学院（Thunderbird School of Global Management）的研二学生，正在攻读数字化转型硕士学位。

[原文] [Greg]: Amazing. Thank you for being here.

[译文] [Greg]: 太棒了。谢谢你们来到这里。

[原文] [Group]: Thank you.

[译文] [Group]: 谢谢。

[原文] [Greg]: So, let's start by setting the scene. What are the vibes like on campus these days with AI? How are people thinking about it?

[译文] [Greg]: 那么，我们先来设定一下背景。如今校园里关于 AI 的氛围（vibes）是怎样的？大家是怎么看待它的？

[原文] [Zain]: Yeah, so I did a survey not too long ago on how students are using AI, and I saw that, you know, 90% of students are using AI in their day-to-day workflows, using it to summarize lectures, using it to answer problem sets, to help give feedback on assignments that they had written. And so, really a diverse sort of, like, use case for AI within students. It's having an impact. Universities are having to manage that. We're seeing changes in rules and regulations. We're seeing, you know, some courses ban it, other courses encourage it. And so, students are in a bit of a gray-zone right now where they may not know how to use AI.,

[译文] [Zain]: 是的，我不久前做了一项关于学生如何使用 AI 的调查，我发现，你知道，90% 的学生在日常工作流中使用 AI，用它来总结讲座，用它来回答习题集，帮助给他们写的作业提供反馈。所以，学生使用 AI 的案例真的非常多样化。它正在产生影响。大学不得不对此进行管理。我们看到规则和条例正在发生变化。我们看到，你知道，有些课程禁止它，有些课程鼓励它。因此，学生们目前处于一个灰色地带，他们可能不知道该如何使用 AI。

[原文] [Marcus]: Yeah, I also concur. There is a lot of chaos in understanding AI and what role it'll play in universities, but at the same time, there's a lot of energy surrounding it, especially being at Berkeley and being so close to AI hype in the Bay Area. I also agree that, like, over 90%, if not basically everyone uses AI in some way or form, mostly in the form of chatbots, yeah, like, summarizing lectures, doing assignments, answering questions where or when teachers, TAs, like, can't answer them for you. I will say there is also a lot of confusion on, like, administrations or, like, a professor's end on how AI can play a role in the classroom, and we're slowly seeing some changes around that.,,

[译文] [Marcus]: 是的，我也同意。在理解 AI 及其在大学将扮演何种角色方面，存在很多混乱，但与此同时，围绕它也充满了能量，尤其是身处伯克利，离湾区的 AI 热潮（hype）如此之近。我也同意，比如，超过 90%，如果不是基本所有人的话，都在以某种方式或形式使用 AI，主要是以聊天机器人的形式，是的，比如总结讲座、做作业、回答那些老师或助教（TAs）无法为你解答的问题。我想说，在行政部门或者教授这一端，对于 AI 如何在课堂上发挥作用也存在很多困惑，我们正在慢慢看到这方面的一些变化。

[原文] [Tino]: As business students, I see even myself and my colleagues, like, we use AI for a lot of different things. We use AI to understand and analyze business cases, do market research, just come up with financial research, as well, so people use that for that as well. People also use AI, as well, to complete quizzes, you know, like, when you don't have time, 'cause when you're a grad student, sometimes you've got multiple jobs that you're working, and you don't always have time. So, sometimes, you can see someone who just, you know, quickly submit answers and everything. So, that's the bad side of it that, when you're in grad school, you know it's supposed to be, like, a time for you to expand your critical thinking, a time for you to be someone who is, like, more decisive, someone who has, like, substance in how you make decisions. And so, that's, I think, the bad side of it.,

[译文] [Tino]: 作为商科学生，我看到包括我自己和我的同事，比如，我们将 AI 用于很多不同的事情。我们用 AI 来理解和分析商业案例，做市场调研，进行金融研究，所以大家也用它来做这些。人们也用 AI 来完成测验，你知道，比如当你没时间的时候，因为当你是个研究生时，有时你要做几份工作，你并不总是有时间。所以，有时，你会看到有人只是，你知道，快速提交答案之类的。所以，这就是它不好的一面，因为当你读研究生时，你知道这本该是你扩展批判性思维的时间，是你成为一个更果断的人、一个在做决策时更有内涵的人的时间。所以，我认为那是它不好的一面。

[原文] [Chloe]: Yeah, I would say definitely the vibes are, like, really chaotic right now. Both I guess in a good and bad way. I think the good, obviously, like, Zain said, there's a lot of exploration and cool projects and stuff popping up. The bad is because everything is such a gray area. It can be very difficult to stay resilient and hold yourself accountable. It's very easy to just be like, "I'm just gonna give up and feed this all to AI and not do any of the thinking.,

[译文] [Chloe]: 是的，我会说现在的氛围绝对是非常混乱的。我想这既有好的一面也有坏的一面。我认为好的一面，显然，就像 Zain 说的，有很多探索和很酷的项目之类的冒出来。坏的一面是因为一切都处于这样一个灰色地带。要保持韧性并对自己负责可能会非常困难。很容易就会变成这样：“我干脆放弃，把这些都喂给 AI，自己不做任何思考。”

章节 2：学科分化——人文与理工的 AI 鸿沟

📝 本节摘要：

本节重点探讨了不同学科对 AI 接纳度的显著差异。Chloe 指出校园内存在一种“身份两极化”现象：人文学科学生因侧重“细读”而倾向于完全避开 AI，社会科学学生则开始尝试在非计算背景下应用它。Marcus 补充了理工科的矛盾现状：在计算机科学（CS）的课堂上，使用 AI 生成代码仍被视为“禁忌”，教授们倾向于屏蔽 AI 功能以训练基础能力；但在课外的实际项目开发中，学生们却又大量依赖 AI 辅助。

[原文] [Chloe]: I've noticed that there's a lot of tension, as well, between, I guess, like, the line of how much is over-relying on AI, or how much is it good to actually have, like, an actual cooperation between those two. And I have also noticed that some people are really into it, so they use it a lot in terms of, like, all of their different workflows, while others, like my humanities and maybe some social science friends are a bit more hesitant and have a bit more concern. So, there seems to be a growing, like, identity, polarization effect that I think will be really interesting to see how it goes.

[译文] [Chloe]: 我还注意到，在关于多少算过度依赖 AI，或者实际上两者之间拥有真正的合作好到什么程度这条界线上，也存在很多张力。我也注意到有些人真的很投入，所以他们在所有不同的工作流中大量使用它，而其他人，比如我的人文学科或者可能一些社会科学的朋友，则有点犹豫，有更多的担忧。所以，似乎正在产生一种日益增长的、类似身份认同的、两极分化的效应，我认为观察它的发展会非常有趣。

[原文] [Greg]: I'm curious, you say that they're hesitant. Are they hesitant but still using it pretty regularly, or is it a mix of some are using it a lot, some are not using it at all?

[译文] [Greg]: 我很好奇，你说他们很犹豫。他们是虽然犹豫但仍经常使用，还是说有些人用得很多，有些人根本不用，是一种混合状态？

[原文] [Chloe]: Yeah, great question. I think there's a spectrum. A lot of, especially, like, the pure humanity students have just completely opted out, I think, because, often, in their classes and research, there's a lot more of just close reading, while other, I think, like, for social science, I have noticed a slow trend where they're trying it out more and just seeing AI being applied beyond just, like, pure computational or, like, machine learning, like, context, which has been cool.

[译文] [Chloe]: 是的，问得好。我认为这有一个光谱。很多，特别是那些纯人文学科的学生，已经完全退出了（opted out），我认为，因为通常在他们的课堂和研究中，更多的是细读（close reading），而其他人，我认为，比如社会科学，我注意到一个缓慢的趋势，他们正在更多地尝试，看看 AI 被应用在纯计算或机器学习语境之外的地方，这很酷。

[原文] [Marcus]: And a lot of computer science and also, like, other engineering classes, it's still kind of a taboo to use AI. I mean, in application these days, we're using a lot of, like, AI coding assistance to build actual projects outside the classroom. But in the classroom, we're still using, like, VS code and blocking out these AI features because professors, at least at the moment, are still kind of discouraging it. But we might see a shift in the next few years. I mean, I know Stanford is beginning to have a course about learning to use AI tools in, like, software development and engineering.

[译文] [Marcus]: 而且很多计算机科学以及其他工程类课程，使用 AI 仍然有点像是禁忌。我的意思是，在如今的应用中，我们在课堂之外构建实际项目时，大量使用 AI 编码辅助。但在课堂里，我们仍然使用像 VS code 这样的工具，并屏蔽掉这些 AI 功能，因为教授们，至少在目前，仍然有点不鼓励这样做。但我们可能会在未来几年看到转变。我的意思是，我知道斯坦福大学开始开设一门关于在软件开发和工程中学习使用 AI 工具的课程了。

章节 3：技术平权——非技术背景的创造者

📝 本节摘要：

本节聚焦于 AI 带来的“技术平权”。Marcus 指出，AI 工具（如 Claude 及其开发者文档）极大地降低了软件开发的门槛，使得政治学、心理学等非计算机专业的学生也能在短短几天内，从构思做出可运行的原型。Zain 补充了他在 LSE 的观察：AI 让不懂代码的学生敢于使用终端（Terminal），例如利用 Claude Code 帮助社团轻松搭建内容丰富的网站，打破了技术背景的限制。

[原文] [Marcus]: I think that's the number one, I guess, breakthrough with these AI tools is that the accessibility and barrier into building something, like a project or software in general, has gone down a lot. And especially with a lot of courses, like, with, like, Claude and, like, the developer docs, for example, it's been really helpful in teaching folks who don't come from, like, computer science background, like in political science or in, like, psychology, or even something like math, be able to build their own projects on the side from, like, ideation to, like, a working prototype that's on a website or some kind of app deployment within the span of, like, a few days.

[译文] [Marcus]: 我认为这可能是这些 AI 工具的头号突破，那就是构建某种东西（比如项目或一般的软件）的门槛和障碍已经大大降低了。特别是对于很多课程，比如，通过 Claude 和开发者文档，例如，在教导那些非计算机科学背景的人——比如政治学、心理学，甚至是数学专业的学生——非常有帮助，让他们能够在几天的时间里，从构思到做出一个网站上的可运行原型或某种应用程序部署，建立自己的副业项目。

[原文] [Zain]: Yeah, I've seen that a lot at my university where students who, you know, don't typically have the confidence to go and build with, you know, raw code have now, you know, started using the terminal, for example, which is incredible to see. And, you know, Claude Code, for example, makes that so much more accessible, so much friendlier, which I think has been one of, like, the most crazy changes so far. Like, myself even, I don't have a computer science background, but I'm comfortable in the terminal now, which is crazy, and I've seen it within societies as well. So, we have a number of societies at LSE, and they each have, like, an Instagram page; pretty basic, easy to put together. But now, we're seeing societies have websites, and these websites have a load more information, and they're building them with Claude Code, because it's just so much easier now.

[译文] [Zain]: 是的，我在我的大学里经常看到这种情况，那些通常没有信心去用原始代码进行构建的学生，现在，你知道，开始使用终端（terminal）了，例如，这真是令人难以置信。而且，你知道，例如 Claude Code，让这一切变得更加容易上手，更加友好，我认为这是迄今为止最疯狂的变化之一。比如，甚至是我自己，我没有计算机科学背景，但我现在对终端操作很自如，这太疯狂了，我也在社团里看到了这种情况。我们在 LSE 有很多社团，每个社团都有，比如，一个 Instagram 页面；很基础，很容易拼凑。但现在，我们要看到社团拥有网站了，这些网站包含更多的信息，他们正在用 Claude Code 构建它们，因为现在真的容易多了。

章节 4：实战案例——从创意到落地的学生开发者

📝 本节摘要：

本节聚焦于学生开发者的实战成果。作为“Claude 校园大使”，嘉宾们分享了各自校园中涌现的 AI 应用案例，这些项目往往源于对校园痛点的直接回应。Chloe 介绍了普林斯顿新生开发的“愿望清单”应用，强调了技术背后的人文情怀；Zain 展示了自己构建的“幻灯片注释工具”，能辅助复习并补充教授视角的上下文；Marcus 提到了解决抢课难题的“Courseer”插件，以及黑客马拉松中出现的医疗健康类创新（如通过摄像头识别中风迹象）；Zain 还补充了针对 LSE 图书馆“座位荒”开发的空闲教室查找工具。

[原文] [Greg]: So, it seems like the AI transformation for students has already happened, and we have mixed feelings about it. One thing that you all share is that you all are Claude campus ambassadors, and you are each leading a student organization called the Claude Builder Club on your campus. So, first of all, maybe can one of you, like, give a quick summary of what it means to be a Claude campus ambassador, and then the club that you're leading?

[译文] [Greg]: 看来学生的 AI 转型已经发生了，而且我们对此感觉复杂。你们有一个共同点，那就是你们都是 Claude 校园大使，并且你们每个人都在各自的校园里领导着一个名为“Claude 构建者俱乐部”（Claude Builder Club）的学生组织。那么，首先，也许你们中的一位可以快速总结一下，成为 Claude 校园大使意味着什么，以及你们领导的俱乐部是做什么的？

[原文] [Student]: Yeah, I mean, as Claude campus ambassadors, our number one job/role is to be the point of contact of engagement between what Anthropic and Claude is offering and between that and students, and basically being a facilitator for that on campuses.

[译文] [Student]: 是的，我是说，作为 Claude 校园大使，我们的首要工作/角色是成为 Anthropic 和 Claude 提供的资源与学生之间互动的联络点，基本上就是校园里这方面的促进者。

[原文] [Greg]: Cool. And since it's a club about builders, what are people building? What are you seeing happen at your clubs?

[译文] [Greg]: 酷。既然这是一个关于构建者的俱乐部，大家都在构建什么呢？你们在俱乐部里看到了什么？

[原文] [Chloe]: A lot of cool things have been built. I'll reference an example from a recent Vibe-a-thon I did. I think a lot of the most fun ideas is not the most technically-savvy ones, but the ones that really start with human emotion. So, one that was really cool was there's called the Princeton Prospect. There's, like, kind of a bucket list of things people would like to do before they graduate and kind of gamifying that through a leaderboard. And the best part of it actually was, the winning team, they were just a bunch of freshmen and they were all roommates, so they just came into this for fun, and with that human insight where it's able to build out something that resonated with everyone, and that was something really cool that I enjoyed seeing them build.

[译文] [Chloe]: 大家都构建了很多很酷的东西。我引用我最近举办的一次“Vibe-a-thon”（氛围马拉松）中的一个例子。我认为很多最有趣的想法并不是技术上最精妙的，而是那些真正始于人类情感的想法。所以，有个很酷的项目叫做“Princeton Prospect”。它有点像是一个人们在毕业前想做的事情的愿望清单（bucket list），并通过排行榜将其游戏化。最棒的部分其实是，获胜的团队只是一群大一新生，他们都是室友，所以他们只是为了好玩才来参加的，凭借那种能够构建出引起所有人共鸣的东西的人类洞察力，看到他们构建出这样的东西真的很酷。

[原文] [Zain]: I think one cool tool that my friend and I built was this place where you could basically put in your lecture slides, and it gives you sort of, like, professor annotations down the side of each slide. So, it's so cool. I've been using it so much for, you know, just revising through content in preparation for end-of-term exams, and it's so good because it kind of preempts my questions, and so I've prompted it such that it knows that I want to know the definitions of certain things on the slides. The slides can sometimes be a bit abstract and missing context. So, adding in the context on the side.

[译文] [Zain]: 我觉得我和朋友构建的一个很酷的工具是，你基本上可以把讲座幻灯片放进去，它会在每张幻灯片旁边给你提供类似教授视角的注释。这太酷了。我一直在大量使用它，你知道，就是为了准备期末考试而复习内容，它非常好用，因为它有点预判了我的问题，我已经对它进行了提示（prompted），让它知道我想了解幻灯片上某些事物的定义。幻灯片有时会有点抽象，缺乏语境。所以，在旁边补充上这些语境。

[原文] [Greg]: Did you get a good grade in the class?

[译文] [Greg]: 你那门课拿高分了吗？

[原文] [Zain]: We'll see.

[译文] [Zain]: 拭目以待吧。

[原文] [Marcus]: I think one of my favorite things that someone has built with AI is, it's an app called Courseer, and we have this challenge where, like, the most, like, amazing fun classes, like, when it's time to register for classes, they just run out so quickly, and you can, like, wait weeks and weeks to get, like, a seat in that class. So, what they did is they built this AI, and you can, like, just input the course that you want, and then it's gonna alert you the moment a seat is open in that class, so you can register for it.

[译文] [Marcus]: 我认为有人用 AI 构建的我最喜欢的东西之一，是一个叫 Courseer 的应用。我们面临这样一个挑战，比如，那些最令人惊叹、最有趣的课程，到了选课的时候，名额很快就没了，你可能要等上好几个星期才能在那门课上等到一个位子。所以，他们做的是构建了这个 AI，你可以只输入你想要的课程，然后一旦那门课有空位，它就会立刻提醒你，这样你就可以注册了。

[原文] [Tino]: Oh, I like that at our school.

[译文] [Tino]: 噢，我也希望我们学校有这个。

[原文] [Zain]: Yeah, yeah, instead of you, like, going back and checking every day, class search, "Is this class available?"

[译文] [Zain]: 是的，是的，与其让你每天回去检查，搜索课程，“这门课有名额吗？”

[原文] [Marcus]: You get a notification that you jump on.

[译文] [Marcus]: 你会收到通知，然后立刻冲进去。

[原文] [Zain]: Yeah, you just jump on and you get a seat. Yeah, I love that.

[译文] [Zain]: 是的，你冲进去就能抢到位子。是的，我爱死这个了。

[原文] [Tino]: I need that.

[译文] [Tino]: 我需要这个。

[原文] [Greg]: Your next project idea.

[译文] [Greg]: 你下一个项目的点子来了。

[原文] [Zain]: No, exactly. It's actually funny, we have, like, a shortage of seats at university, at my university. I'm talking about, like, actual seats, like in the library for example. And so, again, my friend built this amazing tool that basically scans all of all of the data that you can get the data on, you know, which classrooms are free. And so, it basically points all the free classrooms and tells students, you know, if there are no seats in the library, then go to these ones. And again, like, non-technical student building this, which is insane, unheard of, but, you know, these are some of the possibilities.

[译文] [Zain]: 不，确实如此。其实很有趣，在我的大学里，我们面临“座位短缺”的问题。我说的是真正的座位，比如图书馆里的。所以，同样地，我的朋友构建了这个神奇的工具，基本上扫描所有能获取的数据，你知道，关于哪些教室是空闲的。它基本上指出了所有空闲的教室，并告诉学生，你知道，如果图书馆没有座位，那就去这些教室。再次强调，是非技术背景的学生构建了这个，这太疯狂了，闻所未闻，但你知道，这就是其中的一些可能性。

[原文] [Marcus]: I've seen in the past few hackathons or entrepreneurship classes where a lot of students have been looking into, like, healthcare use cases, mixing computer vision with a Claude API to interpret a person's, like, emotions for, like, a mental health use-case, like, signs of stroke via, like, a camera on, like, someone's phone or, like, a separate, like, medical device. Or even signs of, like, dementia for example. And all of them has been really interesting.

[译文] [Marcus]: 我在过去几次黑客马拉松或创业课程中看到，很多学生一直在研究医疗健康用例，将计算机视觉与 Claude API 结合，来解读一个人的情绪，用于心理健康用例，比如通过手机摄像头或独立的医疗设备识别中风的迹象。或者甚至是痴呆症的迹象，例如。所有这些都非常有趣。

[原文] [Greg]: It's so cool that people are spending their time doing that in school, 'cause that is kind of the magic of being a student is you do have time to just work on ideas and try new things and come up with projects that are just for fun. They're just the side projects.

[译文] [Greg]: 大家在学校里花时间做这些事情真是太酷了，因为这正是作为学生的魔力所在，你确实有时间去钻研想法，尝试新事物，想出那些纯粹为了好玩的项目。它们只是副业项目（side projects）。

章节 5：动机与意图——是学习工具还是偷懒拐杖？

📝 本节摘要：

本节深入探讨了 AI 如何作为一面“镜子”，折射出学生上大学的真实动机。Zain 提出了大学生通常持有的三个核心目标：深入学习、职业铺路和社交体验。他认为 AI 的使用方式——是用来直接生成作业以节省时间，还是作为辅助工具强化理解——完全取决于学生个人的“意图”（Intentionality）。Greg 抛出了 AI 是“工具”还是“拐杖”的尖锐问题，嘉宾们一致认为，在这个规则尚不明晰的阶段，责任完全掌握在学生自己手中。

[原文] [Greg]: So, let's talk about learning with AI. I think one of the more tricky parts of this is that, you know, AI can be a tool to help you learn about anything you wanna learn, but it can also be used as a crutch to maybe prevent learning if you lean on it. So, I'm curious how you each personally balance that and how you see students balancing it, and if you see students at your university balancing it well.

[译文] [Greg]: 那么，我们来谈谈用 AI 学习这件事。我认为这其中比较棘手的部分在于，你知道，AI 可以成为帮助你学习任何你想学的东西的工具，但如果你依赖它，它也可能成为阻碍学习的拐杖。所以我很好奇，你们个人是如何平衡这一点的，你们看到学生们是如何平衡的，以及你们学校的学生是否平衡得很好。

[原文] [Student]: I think initially what we noticed was that even, like, amongst our classmates, at first it was just like, whatever the AI gives you, that's what you put. And then, it's, over time, attitudes have started to change. We're like, "Let's just put a little more effort," and not even just, "let's just put effort in what we're putting together." Because let's say you have a group project and they're, like, four or five people on that group project; everyone gets a different part. And if everyone just does the first thing that AI gives them, that's not gonna produce a very good project at all.

[译文] [Student]: 我想最初我们注意到的是，甚至在我们的同学中间，起初就是那样，AI 给什么，你就放什么。然后，随着时间的推移，态度开始转变了。我们会想，“让我们多投入一点精力吧”，甚至不仅仅是“让我们在组合内容上多投入点精力”。因为假设你有一个小组项目，项目里有四五个人；每个人分到不同的部分。如果每个人都只是照搬 AI 给他们的第一个结果，那根本无法产出一个很好的项目。

[原文] [Zain]: I think one thing about AI and education is that it's very telling of students' motivations, like, why you're at university. I think students, you know, you can typically group three objectives for university. The first I would say is to learn, to, you know, to deepen your understanding in your chosen topic. I would say a second objective is to, you know, position yourself for a career, you know, get a good job. And I think the third is the social element of university where students are coming to network, to have fun, enjoy themselves.

[译文] [Zain]: 我认为关于 AI 和教育的一点是，它非常能说明学生的动机，比如你为什么上大学。我认为学生，你知道，通常可以将上大学的目标归为三类。第一，我会说是为了学习，你知道，为了加深你在所选课题上的理解。第二，我会说是为了，你知道，为职业生涯定位，找个好工作。第三，我认为是大学的社交元素，学生们来这里是为了建立人脉，为了玩乐，享受生活。

[原文] [Zain]: I think, like, those are the three broad objectives for students, and every student weights those differently. Like, some students prefer, you know, they're coming to learn, and they don't really care about the social aspect of uni, and there are other students who, you know, they're coming because they want to get a good job, and they want to enjoy university, and they don't really care about the learning really.

[译文] [Zain]: 我认为，这些是学生的三个大致目标，每个学生对这些目标的侧重不同。比如，有些学生更喜欢学习，他们来这里就是为了学习，不太在乎大学的社交方面；而有些学生，你知道，他们来这里是因为想要找份好工作，想要享受大学生活，并不真的在乎学习。

[原文] [Zain]: And I think AI and especially how students use AI is very telling of those motivations. You know, there are some students who are using it to complete work for them; you know, to do it on their behalf. And those are typically the students who want to save time and want to, you know, put their efforts and motivations towards other things, which is fine. And there are some students who, you know, are staying away from AI, or using it proactively. They're using it in ways that reinforce their learning, that make them better and make them stronger.

[译文] [Zain]: 我认为 AI，尤其是学生使用 AI 的方式，非常能说明这些动机。你知道，有些学生用它来替自己完成工作；你知道，就是代劳。这些人通常是想节省时间，想把精力与动力放在其他事情上的学生，这也没什么问题。但也有些学生，你知道，在远离 AI，或者在主动地使用它。他们使用 AI 的方式是为了巩固学习，让自己变得更优秀、更强大。

[原文] [Zain]: And those are typically students that, they want to learn themselves, they want to, you know, have some depth to their knowledge. And so, I think that's what AI is revealing, like, why you're really at university, because we have the tools now, to be honest, to get through university without actually learning much. It's our responsibility now as students to, you know, use this tool to, you know, achieve your own individual outcomes.

[译文] [Zain]: 这些通常是那些想要自学的学生，他们想要，你知道，让自己的知识有一定深度。所以，我认为这就是 AI 所揭示的，比如你到底为什么来上大学，因为说实话，我们现在的工具足以让你混过大学而不用真正学到多少东西。作为学生，我们现在的责任是，你知道，利用这个工具来，你知道，实现你个人的成果。

[原文] [Zain]: If you want to learn, you can. And if you want to bypass, you know, a lot of the exams and assignments, you can pretty much do that. And I don't think there's gonna be any sort of, like, rules or regulations that come in place that can change how students use AI, because, like, fundamentally, I don't see how that would be possible. And so, I think the responsibility is in the student's hands; it's like, you're in control.

[译文] [Zain]: 如果你想学习，你可以。如果你想绕过，你知道，很多考试和作业，你基本上也能做到。我不认为会有任何形式的规则或条例出台能改变学生使用 AI 的方式，因为从根本上说，我看不到那有什么可能性。所以，我认为责任在学生手中；就像是，一切由你掌控。

[原文] [Chloe]: Yeah, definitely. I actually agree, and I think a lot of, for how I use and approach AI is, like, intention. I think, even before I actually start prompting or asking it to do stuff, I like to think about am I asking it to, for example, directly complete a task for me? Or is it more of, like, something that I'm brainstorming and I'd like to think about it from different perspectives? And I think that piece is, like, I'm starting to see a lot more happen, 'cause I think AI is very good as, like, a catalyst for especially implementing and building things. But the intention, I think, really comes from the students themselves.

[译文] [Chloe]: 是的，绝对是。我其实很同意，我认为对于我如何使用和看待 AI，很大程度上在于“意图”（intention）。我想，甚至在我真正开始写提示词（prompting）或让它做事情之前，我喜欢思考一下：我是要求它直接为我完成任务吗？还是说这更多是一种头脑风暴，我想从不同的角度来思考它？我认为这一块，我开始看到更多这种情况发生，因为我觉得 AI 非常适合作为一种催化剂，特别是在实施和构建事物方面。但意图，我认为，真的源于学生自己。

章节 6：教育变革——教授与课程的适应性调整

📝 本节摘要：

本节探讨了教育机构如何从最初的滞后转变为积极适应 AI 浪潮。Marcus 指出，随着 AI 模型上下文记忆能力的提升，它已从简单的问答机器进化为能进行深度对话的学习伙伴。Zain 分享了 LSE 100 课程的创新案例：学校非但没有禁止 AI，反而指导学生与 Claude 进行角色扮演对话，并将对话日志作为作业的一部分。Tino 则展示了亚利桑那州立大学（ASU）极其积极的姿态，从职业中心的“提示词库”（Prompt Bank）到教授自建的课程机器人，显示出高校正在尝试打破“一刀切”的传统教学模式，利用 AI 实现个性化辅导。

[原文] [Marcus]: I really resonate with that. I think, when these AI chatbots start coming out a few years ago, either because of the technical limitations back then, or just of how little we understood about AI at the time, the typical workflow was just you ask the chatbot a question, you get an answer, and you do that maybe, like, 50 to a hundred times across different conversations. Now I think people are becoming smarter and, like you said, are becoming more intentional with how they're using it. We're starting to have, like, more extended conversations across talking about one specific topic.

[译文] [Marcus]: 我对此非常有共鸣。我想，当这些 AI 聊天机器人几年前刚出现时，要么是因为当时的技术限制，要么是因为我们当时对 AI 知之甚少，典型的工作流就是你问机器人一个问题，得到一个答案，然后你在不同的对话中重复这样做大概 50 到 100 次。现在我认为人们变得更聪明了，而且像你说的那样，在使用它时变得更有意图性（intentional）。我们开始围绕一个特定话题进行更深入、更持久的对话。

[原文] [Marcus]: I've started, like, when I'm studying, I'll have projects on Claude where I would have one for each class; upload, like, the syllabus and a bunch of different course content I'd take in for each project, and have a bunch of conversations acting as, like, individual files in, like, a folder for example. And with these chatbots being able to, in recent years, manage context better, manage memory better, be a much more helpful assistant and, I guess, conversationalist when, like, working with me on a specific task.

[译文] [Marcus]: 我已经开始这样做了，比如当我学习时，我会在 Claude 上建立项目（projects），每门课建一个；上传教学大纲和我在每个项目中摄取的大量不同课程内容，然后进行一堆对话，这些对话就像文件夹里的单个文件一样。而且随着近年来这些聊天机器人能够更好地管理上下文（context），更好地管理记忆，当它们在特定任务上与我合作时，成为了更有用的助手，我想也是更好的对话者。

[原文] [Greg]: So, you feel like, in general, your professors and the administration might be a little bit behind the students in terms of AI literacy and adoption?

[译文] [Greg]: 所以，你是否觉得，总体而言，你的教授和行政管理部门在 AI 素养和采用方面可能比学生稍微落后一点？

[原文] [Marcus]: Yeah, I think they're still adapting to it, and I think, naturally, students are more like the fastest adopters because we're just reacting to, like, what's out there, and we access information a lot quicker because we're, like, native to the internet.

[译文] [Marcus]: 是的，我认为他们还在适应过程中，而且我认为，自然地，学生更像是最快的采用者，因为我们只是对现有的东西做出反应，而且我们获取信息的速度要快得多，因为我们是互联网原住民。

[原文] [Zain]: I have to say, I've seen some, like, pretty cool advancements in some of the courses at my university. So, we have a course called LSE 100, and every first-year student has to take it. And when I did it two years ago now, there was no, I mean, we had AI, but there was no guidance on how it should be used for this course. My brother now actually is in first year, and he's doing the course at LSE, and he's told me it's completely changed. So, they basically give you guidance on how to use Claude. So, they say you should have a conversation with Claude, give it a persona.

[译文] [Zain]: 我不得不说，我在我大学的一些课程中看到了一些非常酷的进步。我们有一门叫 LSE 100 的课程，每个大一新生都必须修。两年前我上这门课的时候，那时没有——我是说我们有 AI，但在如何在这门课上使用它方面没有任何指导。我的弟弟现在正好是大一新生，他正在 LSE 上这门课，他告诉我课程完全变了。他们基本上会指导你如何使用 Claude。他们说你应该和 Claude 进行对话，给它设定一个角色（persona）。

[原文] [Zain]: So, they're giving guidance to students on how to actually use these and use Claude for ways that aren't just direct outputs, you know, like getting the answers for your problems, but actually a conversation with it. And then, they ask for the conversation log because they wanna see, you know, how are you interacting with it? Are you asking, you know, good questions back, and is it a good conversation? And then, they film a video instead of putting an essay together. So, now it's a video of yourself. And so, you are encouraged to use AI, but now in terms of, like, the marking, you know, you can't use it irresponsibly.

[译文] [Zain]: 所以，他们在指导学生如何真正使用这些工具，如何以非直接输出的方式使用 Claude——你知道，不仅仅是获取问题的答案，而是真正与它进行对话。然后，他们会要求提供对话日志，因为他们想看，你知道，你是如何与它互动的？你是否问了好的反问句，这是否是一场高质量的对话？然后，他们要求拍摄视频而不是写论文。所以，现在是你自己的视频。因此，学校鼓励你使用 AI，但在评分方面，你知道，你不能不负责任地使用它。

[原文] [Marcus]: I have also noted that for some of my classes. Like, the machine learning class I was taking this semester, they have their own chatbot actually they built to specifically answer student questions, and if they wanna refer to lecture notes specifically, it's pretty helpful for it. I do think, however, that this is more of a bandaid approach because it doesn't really prevent students from just going to other types of AI tools that is not the school one to just ask for answers and advice.

[译文] [Marcus]: 我在我的一些课程中也注意到了这一点。比如我这学期修的机器学习课程，他们实际上建立了自己的聊天机器人，专门回答学生的问题，如果学生想具体参考讲座笔记，它非常有帮助。不过，我确实认为这更像是一种权宜之计（bandaid approach），因为它并不能真正阻止学生去使用非学校提供的其他类型的 AI 工具来直接索取答案和建议。

[原文] [Zain]: University is a one-size-fits-all route at the moment where, you know, you have one lecturer for potentially 200, 300 students in a class, and those students all learn, you know, in different ways. And so, AI is acting more as a personalized tutor if you prompt it in the right way and if you, you know, encourage it to do so. And I've seen the learning mode from Claude where, you know, it's asking questions back to you. It's more of a, like, a progressive development of understanding, which is good.

[译文] [Zain]: 目前大学是一条“一刀切”（one-size-fits-all）的路径，你知道，一个班可能有 200 到 300 名学生，却只有一位讲师，而这些学生的学习方式各不相同。所以，如果你以正确的方式提示它，并鼓励它这样做，AI 更多地是扮演一个个性化导师的角色。我看到了 Claude 的学习模式（learning mode），你知道，它会反过来问你问题。这更像是一种对理解力的循序渐进的开发，这很好。

[原文] [Tino]: Yeah, I think I was gonna piggyback on what Zain said, like, 'cause at my school, Arizona State University, we are super pro-AI. Our career management center, they built, like, a prompt bank for us for prompts that we can use to, you know, work through different scenarios and roles. They also built, like, for our sustainability class, as well, the professor built her own bot, as well, and we actually, there's a new class that they introduced called Artificial Intelligence Chip Strategy and the Future of Work. And it was taught, like, for one semester, but people were like, "Yo, we need this class," and now it's taught, like, the whole fall and spring.

[译文] [Tino]: 是的，我想顺着 Zain 的话补充一点，因为在我的学校，亚利桑那州立大学，我们是超级支持 AI 的（super pro-AI）。我们的职业管理中心，他们为我们建立了一个提示词库（prompt bank），包含我们可以用来应对不同场景和角色的提示词。他们还为我们的可持续发展课程建立了自己的机器人，教授也建立了自己的机器人，而且我们实际上引入了一门新课，叫做“人工智能芯片战略与未来工作”。这门课原本只教一个学期，但大家反应是：“哟，我们需要这门课”，现在整个秋季和春季学期都在教了。

章节 7：阴暗面——作弊、依赖与“所有权羞耻”

📝 本节摘要：

本节直面了 AI 在校园中的阴暗面。Greg 引导话题转向“不那么美好”的一面，Marcus 坦言“作弊”毫无疑问是 AI 的前三大用途之一。Zain 指出，由于获取答案变得极其容易，学生需要极强的定力才能坚持独立思考。Chloe 提出了一个深刻的观察——“所有权羞耻感”（Ownership Shame）：即使是合理使用 AI 进行头脑风暴的学生，也往往不敢承认自己使用了工具，因为人类贡献与 AI 生成的界限变得模糊，缺乏清晰的定义框架导致了这种心理负担。最后，Tino 用“最终 Boss”做比喻，指出无论如何作弊，学生最终必须独自面对答辩，捍卫自己的观点。

[原文] [Greg]: This is all very positive, which is great, but I know that it's not all positive, it's not all roses. So, I'm curious, what are things that you are seeing that are not on the right track, or things that you're afraid of, or things that scare you?

[译文] [Greg]: 这一切都很积极，这很棒，但我知道并不全是积极的，不全是鲜花和掌声。所以我很好奇，你们看到了哪些没有走上正轨的事情，或者你们害怕的事情，或者让你们感到恐惧的事情？

[原文] [Marcus]: I mean, cheating is, like, the top three use case; if not, like, top one in universities without a doubt. It just comes from, like, what we discussed. You put in a prompt or some input, and chat gives out an output. And a lot of students, what they started off doing, and a lot of them are still doing, it's just taking that output and, you know, submitting it in a cycle.

[译文] [Marcus]: 我的意思是，作弊，大概是前三大用例；如果不是大学里的第一大用例的话，这一点毫无疑问。这源于我们刚才讨论的。你输入一个提示词或一些输入，聊天机器人给出一个输出。很多学生，他们一开始做的，以及很多人现在还在做的，就是直接拿那个输出，你知道，循环提交。

[原文] [Zain]: I think, I mean, if you look at the interface, it's waiting for a question. We are given the questions from the university. It's never been easier to take that question and put it into the chatbot, and get the mark scheme pretty much. And so, it's just so easy to get the answer, and you really have to be strong as a student to go and work on that problem by yourself and do it yourself.

[译文] [Zain]: 我想，我的意思是，如果你看那个界面，它在等待一个问题。我们从大学那里拿到了问题。把那个问题放进聊天机器人，然后基本上就能得到评分标准（答案），这从来没有像现在这么容易过。所以，获取答案实在太容易了，作为学生，你真的必须内心强大，才能去自己钻研那个问题并亲手完成它。

[原文] [Chloe]: Yeah, I think a bit more of a nuanced take. I have also noticed that, for even students who are using AI to build their own projects and, for example, to try out different types of, I guess, technical implementations, there's been a really strong sense of ownership shame that I've noticed whenever AI even gets mentioned that, "Oh, when I was building this project, I used AI a little bit," just because, like I said, I think the line between of how much the human is using the AI versus how much is the AI actually just controlling the whole project is very blurry right now.

[译文] [Chloe]: 是的，我认为还有一个更微妙的观点。我也注意到，即使是那些使用 AI 来构建自己项目，比如尝试不同类型的技术实现的学生，每当提到 AI 时，我都注意到一种非常强烈的“所有权羞耻感”（ownership shame），比如“哦，我在做这个项目的时候，用了一点点 AI”，这只是因为，就像我说的，我认为关于人类在多大程度上使用 AI，与 AI 实际上在多大程度上控制整个项目，这两者之间的界限目前非常模糊。

[原文] [Chloe]: But when I asked them that question, a lot of them just defaulted to, "Oh, Claude just, like, was very helpful and they did everything," which I think right now, like, there's a lack of vocabulary and frameworks to, like, regard these types of AI usages, which I also think is what's causing a lot of this polarization effect where schools are just either completely banning it, but students are still using it regardless.

[译文] [Chloe]: 但是当我问他们那个问题时，很多人只是默认回答，“哦，Claude 只是，比如，非常有帮助，它们做了一切”，我认为目前，我们缺乏词汇和框架来界定这类 AI 使用方式，我也认为正是这导致了很多这种两极分化效应，学校要么完全禁止它，但学生无论如何都在使用。

[原文] [Marcus]: And back to the point about cheating, I think a lot of students are also realizing that AI is pretty bad at cheating in context because there's all these patterns that start to come up like, "Oh, there's, like, a lot of em dashes," or AI has a specific voice or tone, or it doesn't actually understand to the level of what you know about the class.

[译文] [Marcus]: 回到关于作弊的观点，我认为很多学生也开始意识到，在特定语境下 AI 其实很拙劣，因为所有这些模式开始显现出来，比如，“哦，这里有很多破折号（em dashes）”，或者 AI 有特定的声音或语调，或者它实际上并没有理解到你对这门课所了解的程度。

[原文] [Tino]: I think, when it comes to, like, cheating, for example, you know, you've got that first level of you ask a question, you get your output. But in my instance, the final boss is can you present to us what you think? You gotta put together a presentation, 10 minutes, 15 minutes defend your position, and the AI is not gonna be there, you know, at that time to speak for you or to give your ideas.

[译文] [Tino]: 我认为，当谈到作弊时，例如，你知道，你有第一关，就是你问一个问题，得到输出。但在我这种情况下，“最终 Boss”（final boss）是你能向我们展示你的想法吗？你必须整理一个演示文稿，花 10 分钟、15 分钟捍卫你的立场，而那时候 AI 是不会在那儿替你说话或提供想法的。

章节 8：职场前哨——AI 面试与简历筛选的焦虑

📝 本节摘要：

本节将视角转向了毕业季的职场挑战。Greg 询问大家对就业市场的感受，Chloe 直言不讳地表达了焦虑：虽然 AI 能辅助面试练习，但企业端大量使用 AI 进行简历筛选和“单向视频面试”（如 HireVue），让求职过程变得极度非人性化且充满随机感。Tino 指出，顶级咨询公司现在不仅招募通用型 MBA，更看重候选人的“AI 流利度”（AI fluency）。有趣的是，Chloe 分享了一次被 AI 面试官面试的经历，虽然最终未被录取，但她惊讶地发现，那个会给予积极反馈的 AI 竟然比冷冰冰的屏幕录制更让她感到舒适。

[原文] [Greg]: Let's talk about, after college, entering the job market. First of all, maybe we can do, like, a thumbs up, down, middle. How does everyone feel about getting a job after graduation?

[译文] [Greg]: 我们来聊聊大学毕业后进入职场的话题。首先，也许我们可以比个手势，大拇指向上、向下或中间。大家对毕业后找工作感觉如何？

[原文] [Chloe]: Like, constantly just like this. [Gestures thumbs down/anxiety]

[译文] [Chloe]: 就像这样，一直都是这样。[手势表示焦虑/大拇指向下]

[原文] [Greg]: Okay. Okay. Okay. Tell me more.

[译文] [Greg]: 好的，好的，好的。展开说说。

[原文] [Chloe]: Okay, well, I guess, like, the good ones I think is, like, just having AI to be, like, a better, like, companion for, like, practicing for interviews, brainstorming, tailoring the resumes, et cetera. Unfortunately, the downside is that also companies are obviously using AI a lot more, which involves a lot of Hirevues. I've basically been talking to a, like, a screen this entire recruiting cycle, which is great, but also can feel a little less human because I don't feel like there's, like, no chemistry, like, talking to a screen.

[译文] [Chloe]: 好吧，我想，好的一面是，有 AI 作为一个更好的伙伴，可以用来练习面试、头脑风暴、修改简历等等。但不幸的是，坏的一面是公司显然也在更多地使用 AI，这涉及到很多 Hirevues（注：一种单向视频面试平台）。在整个招聘周期里，我基本上一直在对着屏幕说话，这虽然有效率，但也让人感觉有点缺乏人情味，因为我觉得对着屏幕说话产生不了任何化学反应。

[原文] [Greg]: Are you doing interviews with like you're talking to a robot?

[译文] [Greg]: 你是在和机器人进行面试吗？

[原文] [Chloe]: Not where it's explicitly, but it's just, like, kind of a question on a screen for me, and then I'm just, like, talking to myself. And I have also heard just a lot of anxiety about companies also using AI just to screen candidates. And I think this also has just not been great for, I guess, like, both my self worth and also just, like, trying to figure out what the best, like interviewing strategy or even, like, what jobs to apply to, 'cause now it just feels so much more random than before. I'm curious, what do you guys think?

[译文] [Chloe]: 不是那种明确是机器人的情况，而只是屏幕上给我显示一个问题，然后我就像是在自言自语。我还听到很多关于公司使用 AI 来筛选候选人的焦虑。我认为这对我的自我价值感，以及试图弄清楚什么是最好的面试策略，甚至该申请什么工作，都不太好，因为现在感觉比以前随机多了。我很好奇，你们怎么看？

[原文] [Tino]: I agree with you, especially, like, the screening job candidates. It's so painful because you can realize, like, from the entire, "Hi, I would like to invite you to apply for this job," right up until you submit your CV. You've put time together, tailored your application, everything, and then 15 minutes later, "Sorry, we regret to inform you." when did you have time, you know, to review.

[译文] [Tino]: 我同意你的看法，尤其是关于筛选求职候选人这一点。这太痛苦了，因为你会意识到，从“嗨，我想邀请你申请这份工作”开始，一直到你提交简历。你投入了时间，量身定制了申请材料，做了一切，结果 15 分钟后，“对不起，我们要遗憾地通知你……”。你们哪有时间去审查啊，你知道的。

[原文] [Greg]: Yeah, exactly, the AI-generated email.

[译文] [Greg]: 是的，没错，AI 生成的邮件。

[原文] [Tino]: The AI-generated email. So, that's, like, I think the really, like, big downside of that. The upsides really are that AI fluency has become a major like, for example, consulting firms now, I know the top four consulting firms, they used to hire generalist MBAs, but now they're looking for MBAs who've got AI fluency. So, if you understand, like, how do you apply AI to different industries, then you're, like, their number one candidate.

[译文] [Tino]: AI 生成的邮件。所以，我认为那是真的很大的负面影响。正面影响确实是“AI 流利度”（AI fluency）已经成为一个主要因素，例如，现在的咨询公司，我知道四大咨询公司，过去通常招聘通才型 MBA，但现在他们正在寻找具备 AI 流利度的 MBA。所以，如果你理解如何将 AI 应用于不同的行业，那么你就是他们的头号候选人。

[原文] [Chloe]: Actually, back to, like, Chloe's point, I have had an AI, like, interview me before.

[译文] [Chloe]: 其实，回到刚才那点，我之前确实被 AI 面试过。

[原文] [Greg]: Really?

[译文] [Greg]: 真的吗？

[原文] [Chloe]: Wow.

[译文] [Chloe]: 哇。

[原文] [Chloe]: And it was so nice. It would give me responses like, "Your response was super invigorating and informative and exciting." And then, "Let's move on to the next question."

[译文] [Chloe]: 而且它非常友好。它会给我这样的反馈：“你的回答非常令人振奋、信息丰富且令人兴奋。”然后说，“让我们进入下一个问题。”

[原文] [Greg]: Did you get the job?

[译文] [Greg]: 你拿到那个工作了吗？

[原文] [Chloe]: No, but it was because I didn't qualify. I think they were looking for, like, rising juniors, and I was a rising senior. So, I still got auto screened. But it wasn't as bad as I thought, I guess. Traditionally, like Chloe said, like, there's Hirevues right now where, like, they take a recording rather than, like, an interactive conversation. I actually kind of enjoyed having a nice interviewer as an AI.

[译文] [Chloe]: 没有，但那是因为我不符合资格。我想他们在找准大三学生（rising juniors），而我是准大四学生（rising senior）。所以我还是被自动筛选掉了。但这并不像我想象的那么糟，我想。传统上，就像刚才说的，现在有 Hirevues 这种形式，它们只是录制视频而不是进行互动对话。我其实还挺享受有一个友好的 AI 面试官的。

章节 9：定义“垃圾内容” (Slop) ——在协作中保持人类思考

📝 本节摘要：

本节讨论了“AI Slop”（垃圾内容）这一年度热词。Zain 将其定义为那些明显不如人类自己动脑思考产生的、千篇一律的 AI 输出（如通用的求职信）。Marcus 指出 AI 生成内容常带有特定的“腔调”和格式痕迹。话题随后转向小组作业中的 AI 滥用现象，Zain 分享了同学对“肮脏的 AI 手”（Grubby AI hands）的抵触。最后，嘉宾们探讨了如何在团队中负责任地使用 AI（如辅助生成大纲、模拟评分），以及Chloe 强调的通过“面对面交流”来对抗 AI 带来的偷懒诱惑。

[原文] [Greg]: Okay, speaking of, you know, interesting uses of AI, Merriam Webster named "slop" the word of the year, so I'm curious what AI slop means to you all, and how do you see it impacting the people around you on campus?

[译文] [Greg]: 好的，说到 AI 的有趣用途，韦氏词典（Merriam Webster）将“slop”（垃圾内容/泔水）评为年度词汇，所以我很好奇 AI slop 对你们来说意味着什么，以及你们如何看待它对校园周围人的影响？

[原文] [Zain]: I think, like, AI slop for me is when I receive an output from Claude or any other AI tool that I know that if I had just used my own brain, like, I could have come up with something better than that. Like, that's kind of slop for me. So, I think, just going back to job applications, when I'm asking it to, you know, help me write a cover letter, for example, which is a major use case for a lot of students, and it gives me a cover letter which is so generic; like, every other student is applying with this, and it's like, "This is not gonna get me the job." Like, that's, you know, the AI slop.

[译文] [Zain]: 我认为，对我来说，AI slop 就是当我从 Claude 或任何其他 AI 工具收到一个输出时，我知道如果我只是动动自己的脑子，我本可以想出比那更好的东西。比如，这对我来说就是 slop。所以，回到求职申请的话题，例如当我让它帮我写一封求职信时——这对很多学生来说是一个主要用例——它给我的求职信是非常通用的；就像其他每个学生都用这个申请一样，这就好像是，“这不可能帮我拿到这份工作。”那就是，你知道的，AI slop。

[原文] [Marcus]: I think it's really funny that, like, AI responses can be so generic that it's its own voice at this point. That's, like, a common, like, meme, I guess, for AI to have a lot of M-dashes and certain sound bites. Like, you're absolutely right, or like, "Let me think about that." Or it has this, like, two-sentence structure that it keeps giving me whenever I try to write, like, letters or scripts, for example, where it's like, "You're not reinventing the wheel. Like, you're building the next Tesla."

[译文] [Marcus]: 我觉得很有趣的是，AI 的回复通用到在这一点上已经形成了它自己的“声音”。这就像一个常见的梗，我想，AI 会用很多破折号（M-dashes）和特定的口头禅。比如，“你完全正确”，或者像“让我想想”。或者它有一种两句式的结构，每当我尝试写信或脚本时，它总是给我这种结构，比如，“你不是在重新发明轮子。比如，你是在建造下一个特斯拉。”

[原文] [Tino]: Honestly, it's everything you guys have said. Yeah, and then, like, you get the feedback, you get the output, and then it's up to you. You know, some people, if you work with them in a group, sadly they'll just paste that, and you could see that at the end, "Would you like Claude to keep" you know.

[译文] [Tino]: 老实说，你们说的都对。是的，然后，比如，你得到反馈，你得到输出，然后取决于你。你知道，有些人，如果你和他们在同一个小组工作，遗憾的是他们会直接粘贴那个内容，你能在结尾看到，“你是否希望 Claude 继续……”你知道的。

[原文] [Greg]: Oh. Claude can make mistakes. Retry.

[译文] [Greg]: 噢。“Claude 可能会犯错。重试。”

[原文] [Tino]: Claude can make mistakes. Retry. Yeah, that's my definition of AI slop.

[译文] [Tino]: “Claude 可能会犯错。重试。”是的，这就是我对 AI slop 的定义。

[原文] [Greg]: So, you mentioned group projects, and I think this is a big thing, right? When you have a group of four or five at university, and you have maybe a 5,000 word report due, how do you guys go about it? Because at my university, there is sometimes some students who, like, don't want to use it, and I remember, like, one student was saying, like, "I'm gonna do this project before you guys get your grubby AI hands on it."

[译文] [Greg]: 你提到了小组项目，我认为这是一件大事，对吧？当你在大学里有一个四五人的小组，也许有一份 5000 字的报告要交，你们是怎么处理的？因为在我的大学里，有时有些学生不想使用它，我记得有一个学生说，“我要在你们把那肮脏的 AI 手（grubby AI hands）伸向它之前做完这个项目。”

[原文] [Student]: Did he use that term? Grubby AI hands.

[译文] [Student]: 他用了那个词吗？肮脏的 AI 手。

[原文] [Greg]: Grubby AI hands.

[译文] [Greg]: 肮脏的 AI 手。

[原文] [Greg]: Some students feel really strongly against it, and when you're working in a group, you know, you have to take into consideration other people's thoughts.

[译文] [Greg]: 有些学生对此非常反感，当你在一个小组里工作时，你知道，你必须考虑到其他人的想法。

[原文] [Tino]: I can go first, 'cause we do a lot of those 5,000 words kind of projects, like maybe create a business case out of this business dilemma. And how we do it, like, how we've recently started working on it is we'll take the paper or the question and we'll, like, create an outline. We'll maybe ask AI, "Can you create an outline for this paper for me?" Like, "What should be in this paper" and stuff. And then, we divide it amongst ourselves.

[译文] [Tino]: 我可以先说，因为我们做很多那种 5000 字的项目，比如针对某个商业困境创建一个商业案例。我们是这样做的，比如，我们最近开始的做法是，我们会拿那篇论文或问题，然后我们创建一个大纲。我们可能会问 AI，“你能为这篇论文帮我创建一个大纲吗？”比如，“这篇论文里应该包含什么”之类的。然后，我们在我们之间进行分工。

[原文] [Marcus]: One thing I like doing a lot is, yes, using that outline and for, like, this example of, like, a 5,000 word report amongst, like, four people split it into different sections, and then for each person covering each section, it's up to you and how you want to use AI, whether you use it or not at all. And what I like to do personally is have a lot of, like, bullet points or just, like, thought-dumping into Claude and working with it to kind of structure my thoughts. So, going from random, like, bullet points or one-off phrases into more of an outline, and then into paragraphs that I can kind of manually edit the wording of so it's more like my voice and tone.

[译文] [Marcus]: 我非常喜欢做的一件事是，是的，使用那个大纲，比如在这个四个人分担 5000 字报告的例子中，把它分成不同的部分，然后对于负责每个部分的每个人来说，这取决于你自己以及你想如何使用 AI，不管你是用还是根本不用。我个人喜欢做的是列出很多要点（bullet points）或者只是把想法倾倒进 Claude，和它一起工作来梳理我的思路。所以，从随机的要点或一次性的短语变成更像大纲的东西，然后再变成段落，我可以手动编辑措辞，让它更像我的声音和语调。

[原文] [Marcus]: And then, one thing I really like asking Claude actually is to give the context of who is usually reviewing my work. For a job application, for example, it's, like, this VP or, like, recruiter, and then, like, in a class it's like a professor or a TA, and I ask, like, "Hey, here are some criteria. Rate my work score out of 10." And I would do that maybe, like, two to three times, and it would always gimme reasons about, like, why it graded, gave me a score, a certain score.

[译文] [Marcus]: 然后，我实际上非常喜欢要求 Claude 做的一件事是，提供通常审查我工作的人的背景。例如，对于求职申请，可能是这位副总裁（VP）或招聘人员，然后在课堂上，可能是教授或助教（TA），我会问，“嘿，这里有一些标准。给我的作品打个分，满分 10 分。”我可能会这样做两三次，它总是会给我理由，解释它为什么打分，给我某个分数。

[原文] [Greg]: Are there AI slackers in group projects? Like, people who you can tell are not turning on their brains for the project? With their grubby AI hands.

[译文] [Greg]: 小组项目里有“AI 偷懒者”（AI slackers）吗？比如那些你能看出来没有为项目动脑子的人？带着他们肮脏的 AI 手。

[原文] [Chloe]: I mean, definitely. I think something that is most helpful for me is, like, obviously besides alignment and just, like, being very intentional when you're using AI, a lot of face-to-face time actually. So, what I like to do when I work on a group project is just block out a time chunk, sit down with my group, and we just talk about it as we work through it. I think, very often, it's easy to feel like you're alone when you're just working on a group project on your self, which is what makes AI so tempting, 'cause you're just like, "Oh, what if I just had someone write it for me?" But if we were all forced to, let's say, sit down and talk together, like if someone had a problem and work through it, I think that definitely helps a lot with the more human piece of working together.

[译文] [Chloe]: 我的意思是，绝对有。我认为对我最有帮助的，除了显然的对齐目标和在使用 AI 时非常有意识之外，实际上是大量的面对面时间。所以，当我在做一个小组项目时，我喜欢做的是划出一块时间，和我的小组坐下来，我们一边做一边讨论。我认为，很多时候，当你独自一人做小组项目时，很容易感到孤单，这正是 AI 如此诱人的原因，因为你会想，“哦，如果有个人替我写了会怎样？”但如果我们都被迫，比如说，坐下来一起交谈，比如如果有人遇到问题并一起解决它，我认为这绝对有助于增强一起工作时更人性化的那一部分。

章节 10：未来建议——划定界限与保持乐观

📝 本节摘要：

本节是访谈的尾声，进入快速问答环节。Greg 请嘉宾们给出针对学生的简短建议：Tino 强调要掌握 AI 以优化职业生涯；Marcus 建议为每门课建立独立项目并利用“简洁模式”高效复习；Chloe 推荐关注 Substack 上的创作者以学习新用法；Zain 则推崇“学习模式”来增强自身技能而非单纯依赖输出。关于如何界定“工具”与“拐杖”的界限，大家的共识是：如果你无法解释或捍卫 AI 生成的内容，或者无法向五年级学生解释清楚，那就是越界了。Zain 最后总结道，学生最终会意识到全盘依赖 AI 毫无益处，学校应信任学生能“自己搞定”（figure it out）。Greg 对这种“深思熟虑的乐观主义”表示赞赏。

[原文] [Greg]: Okay, I'm gonna shift us to some rapid-fire questions. So, each should be, like, one to two sentences maximum. So, my first question is, what is a tip that you have for students right now who are navigating this whole world of AI in education?

[译文] [Greg]: 好的，我要把话题转到一些快速问答环节。所以，每个人的回答最多一两句话。那么，我的第一个问题是，对于现在正在探索教育领域 AI 世界的学生，你有什么建议？

[原文] [Tino]: Learn it. Learn it. Learn how to use it. It's only to your advantage if you understand how it can optimize your career, or if you decide to be an entrepreneur, how it can optimize your business.

[译文] [Tino]: 学习它。学习它。学会如何使用它。只有当你理解它如何优化你的职业生涯，或者如果你决定成为一名企业家，它如何优化你的业务时，它才会对你有利。

[原文] [Marcus]: If you're trying to learn new concepts or revising for exam, start a new project for every class you're taking in university. Try and paste in all the relevant files, and perhaps you already have existing conversations where you've worked with Claude to go through certain assignments and set the writing style to concise mode. That's been most helpful for me to get a quick rundown in an efficient manner of, like, every concept I need to cover for an exam.

[译文] [Marcus]: 如果你试图学习新概念或复习考试，为你大学里修的每一门课都建立一个新项目（project）。试着把所有相关文件粘贴进去，也许你已经有了现成的对话，是你之前用 Claude 完成某些作业时的，然后把写作风格设置为“简洁模式”（concise mode）。这对我来说最有帮助，能让我以高效的方式快速浏览考试需要涵盖的每一个概念。

[原文] [Chloe]: Substack and open-source materials. There are so many cool people out there who know the best or newest ways to use different types of AI tools, and what I've found most helpful is just soaking that up like a sponge, and then applying it to my own projects. Nate Jones on Substack. He's pretty good.

[译文] [Chloe]: Substack 和开源资料。外面有很多很酷的人知道使用不同类型 AI 工具的最佳或最新方法，我发现最有帮助的就是像海绵一样吸收这些知识，然后应用到我自己的项目中。Substack 上的 Nate Jones，他很不错。

[原文] [Zain]: My tip would be use the styles. So, you mentioned it briefly, the concise mode. The learning mode is fantastic. If you want to augment your own brain and augment your own skills, use the learning mode. It will ask you questions back. Be confident in your replies back, and you genuinely will get a better output than just leaning on Claude by itself.

[译文] [Zain]: 我的建议是使用那些风格（styles）。你刚才简要提到了，简洁模式。而“学习模式”（learning mode）棒极了。如果你想增强你自己的大脑，增强你自己的技能，请使用学习模式。它会反过来问你问题。对你的回复要有自信，这样你得到的输出真的会比单纯依赖 Claude 本身要好。

[原文] [Greg]: All right. Next question. How do you, in one sentence, personally draw the line? How do you draw the line between using AI as a tool and using AI as a crutch? Where do you find that balance?

[译文] [Greg]: 好的。下一个问题。你个人如何用一句话来划定界限？你如何划定将 AI 用作工具和将 AI 用作拐杖之间的界限？你在哪里找到这种平衡？

[原文] [Marcus]: If I was in a room like this, and I can't explain or defend what I've built, even if someone asks, like, a super critical or specific question, I think that's the line where you kind of don't really understand what's going on.

[译文] [Marcus]: 如果我在这样一个房间里，而我无法解释或捍卫我所构建的东西，即使有人问了一个超级挑剔或具体的问题，我认为那就是界限所在，说明你其实并不真正理解发生了什么。

[原文] [Chloe]: I totally resonate with that. It's a mix of, like, the ownership and intentionality. If you can't really explain what you've done along with also including what AI's role was in your work or what you're doing, then that's a line for me.

[译文] [Chloe]: 我对此完全有共鸣。这是一种所有权（ownership）和意图性（intentionality）的混合。如果你不能真正解释你做了什么，同时也包括 AI 在你的工作或你正在做的事情中扮演了什么角色，那么对我来说这就是界限。

[原文] [Tino]: Yeah. That's another line for me as well. Like, I should be able to explain it like I'm explaining to someone in fifth grade, whatever the output is, and I should be able to present it as well, even at a graduate level, anything that I prepared. So, that's my line. Anything I create with AI, I should be able to give that lower level and that upper level explanation.

[译文] [Tino]: 是的。对我来说那也是一条界限。比如，不管输出是什么，我应该能够像给五年级学生解释那样解释它，而且我应该能够展示它，即使是在研究生水平上，展示我准备的任何东西。所以，这就是我的底线。任何我用 AI 创造的东西，我应该都能给出那种低层次和高层次的解释。

[原文] [Zain]: Yeah, I agree with all of you. I think, if you're not comfortable with the content that you've produced, at the end of the day, like, is that really yours or are you just stealing that content from Claude? And so, just feeling comfortable, having some sort of, like, feeling of ownership that I've produced this work, that's the line for me. You know, there have been times where I've submitted pieces which are, like, fully AI, and it's just like, this is not gonna take me anywhere at the end of the day.

[译文] [Zain]: 是的，我同意你们所有人的观点。我认为，如果你对自己产出的内容感到不自在，归根结底，那真的是你的吗，还是你只是从 Claude 那里窃取了内容？所以，只要感觉自在，有一种我对这个作品拥有所有权的感觉，这就是我的界限。你知道，有时候我也提交过完全由 AI生成的作品，但感觉就是，归根结底，这不会带给我任何长进。

[原文] [Zain]: But you learn that, and I think that's the biggest thing with students is that it takes time to learn those feelings, and you kind of have to give it that time. Like, a student might have to submit something 100% AI to realize that, actually, this was not beneficial for me. And I think universities need to be conscious of the fact that students will learn, and you've gotta trust the students, right? At the end of the day, they live their own lives, and, you know, you wanna set yourself up. You have that equality between students, and we'll figure it out. Like, we'll figure out what works, where it's good, where it's not.

[译文] [Zain]: 但你会学到这一点，我认为这对于学生来说最重要的一点是，学会这种感觉需要时间，你必须给它时间。比如，一个学生可能必须提交一份 100% AI 生成的东西，才能意识到，实际上，这对我不利。我认为大学需要意识到这一点，学生们会学习的，而且你必须信任学生，对吧？归根结底，他们过的是自己的生活，你知道，你想为自己的未来打好基础。学生之间有这种平等，我们会搞定的。比如，我们会搞清楚什么有效，哪里好用，哪里不好用。

[原文] [Chloe]: Yeah, like holding space.

[译文] [Chloe]: 是的，就像留出空间（holding space）。

[原文] [Zain]: Exactly.

[译文] [Zain]: 正是。

[原文] [Greg]: I feel like that's a fantastic place to end. I just wanted to say, you know, that "We'll figure it out" mentality. This whole time, I kind of expected this conversation to shift into doomerism, and it never quite did. I think, like, all of you are, you know, thoughtfully positive about the future in a way that, I think, is really exciting and really encouraging. So, thank you all for being here, for being honest, and yeah, I really appreciated this conversation.

[译文] [Greg]: 我觉得这是一个绝佳的结束点。我只想说，你知道，那种“我们会搞定的”（We'll figure it out）心态。一直以来，我某种程度上预期这次谈话会转向悲观主义（doomerism），但它从未真正发生。我认为，比如，你们所有人对未来都持有一种深思熟虑的积极态度，我认为这真的令人兴奋，也真的很令人鼓舞。所以，谢谢你们来到这里，谢谢你们的坦诚，是的，我真的很感激这次谈话。

[原文] [Group]: Thank you. Thank you for having us.

[译文] [Group]: 谢谢。谢谢邀请我们。