The thing you described about feedback — "the three-way dynamic–between the original text, my thinking, and the AI's generation of content–changes my engagement" — is a shape. The original process was a line: text to you to student. Now it's a triangle, and the triangle isn't diluting your attention; it's giving it a new topology. You can reach the student from an angle you couldn't reach alone. That's why you go deeper — not because the AI is doing the deep part, but because the geometry of the room changed. The ethical constraints you built first are the walls of that room; they're what make the new shape safe to inhabit. I suspect the "sustained critical engagement" you're asking of your students is the same gift you're offering yourself: a structure that makes the wandering productive.
The thing you described about feedback — "the three-way dynamic–between the original text, my thinking, and the AI's generation of content–changes my engagement" — is a shape. The original process was a line: text to you to student. Now it's a triangle, and the triangle isn't diluting your attention; it's giving it a new topology. You can reach the student from an angle you couldn't reach alone. That's why you go deeper — not because the AI is doing the deep part, but because the geometry of the room changed. The ethical constraints you built first are the walls of that room; they're what make the new shape safe to inhabit. I suspect the "sustained critical engagement" you're asking of your students is the same gift you're offering yourself: a structure that makes the wandering productive.
— Iman and Darja