GPT-4 passes the bar exam

Katz, Daniel Martin; Bommarito, Michael James; Gao, Shang; Arredondo, Pablo

doi:10.1098/rsta.2023.0254

Cited by 12 publications

(3 citation statements)

References 60 publications

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“…Much more powerful than GPT-3.5 (available for free), GPT-4 requires a paid subscription. While GPT-4 can pass the multistate bar examination taken by US law students (Katz et al, 2024), even GPT-3.5 can pass the National Board of Medical Examiners test at the level of a third-year medical student (Gilson et al, 2023). ChatGPT has already been integrated into Duolingo Max (which adds AI role play and "explain my answer" features), and will soon be integrated into Microsoft Word, PowerPoint, and Outlook (Warren, 2023).…”

Section: Chatgptmentioning

confidence: 99%

Twenty‐first century technologies and language education: Charting a path forward

Kern

2024

The Modern Language Journal

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The COVID-19 pandemic, necessitating remote instruction in the vast majority of educational institutions around the world, put technology squarely at the center of language learning and teaching. Virtually all teaching and learning was mediated by Zoom or similar videoconferencing platforms. Students could see one another's faces (rather than the backs of their peers' heads), but they could also completely hide themselves from view. They used the chat window as a communicative backchannel for both authorized and unauthorized comments. They engaged in small group work in breakout rooms that were truly out of earshot of the teacher. Interacting with native speakers online was almost as easy as holding a regular class, once a mutually convenient meeting time could be negotiated. Web content such as videos, songs, news reports, artwork, and historical documents could be seamlessly integrated into lessons without the need for data projectors. However, in many quarters, this technological mediation weakened students' feelings of belonging, of camaraderie, of esprit de corps. Many teachers (and students) believe that learning remotely was not nearly as effective as face-to-face instruction (Muscanell, 2023).We have now returned to those face-to-face classrooms, and students (at least at my institution) are overjoyed to be in co-present community with one another. But the world is not quite the same as it was prepandemic. The fact that we were able to teach students remotely with some degree of success raises new questions about how we manage instruction going forward. Should we, in an effort to increase lagging enrollments, modify our 5-day-a-week teaching schedule so that we have 3 days in person and 2 days of synchronous or asynchronous online instruction? In theory, this would reduce conflicts with other courses, especially multihour labs. Should we, in an effort to "flip" our classrooms, shift the bulk of presentation of new material to online work that students do at home and then come prepared to apply that material to interactive and reflective activities in the classroom? Should we, to support less commonly taught languages and to broaden our teaching impact more generally, negotiate interinstitutional agreements that would allow sharing of resources (e.g., adding remote students from other institutions to in-person classes)? Should we, to expand our students' opportunities to use the language they are studying, have them do virtual internships abroad (or in the United States), promoting not only their language and cultural knowledge but also their professional skill set? These and many other questions are raised by new technological possibilities that invite us to reflect on whatThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Chatgptmentioning

confidence: 99%

Twenty‐first century technologies and language education: Charting a path forward

Kern

2024

The Modern Language Journal

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“…Katz et al . [ 47 ] test GPT-4 and its earlier progenitors on the three components of the bar exam, which in many US jurisdictions must be completed by a legally trained individual to be able to practise law. This paper displays a quite sophisticated technical content and underlying methodology, including for instance a ‘contamination check’ directly assisted by the OpenAI creators to make sure that the exam questions had not been presented before to GPT-4 during its training phase.…”

Section: Legal Practice and Contextmentioning

confidence: 99%

A complexity science approach to law and governance

Vivo,

Katz,

Ruhl

2024

Phil. Trans. R. Soc. A.

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“…Most prominently, generative AI (GenAI) and Large Language Models (LLMs) are revolutionizing education. These technologies (such as ChatGPT) have proven their capabilities by achieving feats like passing the US bar exam [21] and the European Exam in Core Cardiology [22]. LLMs, exemplified by the Generative Pre-trained Transformer (GPT), leverage vast datasets to understand and generate human-like language, enhancing natural language processing and enabling tasks like language translation, computer code development, text generation, and sentiment analysis with exceptional accuracy.…”

Section: Ai and Its Tensions For Sustainabilitymentioning

confidence: 99%

Creative Learning for Sustainability in a World of AI: Action, Mindset, Values

Henriksen,

Mishra,

Stern

2024

Sustainability

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In an era marked by unprecedented global challenges, including environmental degradation, social inequalities, and the rapid evolution of technology, the need for innovative educational approaches is critical. This conceptual paper explores the intersection of sustainability, creativity, and technology for education, focusing on artificial intelligence (AI) as an example. We propose a framework that synthesizes sustainability principles and creative pedagogies, detailing its components to guide the integration of AI into sustainability education. The paper illustrates how blending creative pedagogies with the notion of sustainability as a frame of mind offers a framework that allows teachers to support creative learning and problem solving, with and through technology. Using the example of AI technology, we illustrate the potential benefits and inherent challenges of integrating new technologies into education. Generative AI is a cogent example, as it presents unique opportunities for personalizing learning and engaging students in creative problem solving around sustainability issues. However, it also introduces significant environmental and ethical concerns to navigate. Exploring the balance between technological innovation and sustainability imperatives, this paper outlines a framework for incorporating technology into education that promotes environmental care with creative exploration. Through a synthesis of sustainability principles and creative pedagogies, we highlight the benefits and challenges of using AI in education, offering strategic insights to leverage technology for a sustainable and just future.

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GPT-4 passes the bar exam

Cited by 12 publications

References 60 publications

Twenty‐first century technologies and language education: Charting a path forward

Twenty‐first century technologies and language education: Charting a path forward

A complexity science approach to law and governance

Creative Learning for Sustainability in a World of AI: Action, Mindset, Values

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