Is the rise of Generative AI a genuine threat to how we learn, or simply the next tool in the educational shed? While it is certainly changing the conversation in staffrooms and lecture halls, there is a lot of nuances to uncover between the headlines and the reality of the classroom. This episode of The Bridge: A Disagreeing Well Podcast from University College London and Students' Union UCL looks at the tension between the convenience of AI and the "productive struggle" of traditional learning. We explore whether we are at risk of losing something essential in our pursuit of efficiency. UCL student host Diego Lacheze-Beer facilitates a thoughtful discussion between two experts who, despite their different starting points, find some surprising areas of alignment: Dan Fitzpatrick, educational strategist and author of The AI Classroom, sees AI as a supportive partner that can help manage the heavy lifting for teachers and provide students with a personalised way to engage with complex ideas. He argues that we should focus on how these tools can be used to augment human potential rather than replace it. John Warner, writer and author of More Than Words, is more cautious about the "frictionless" nature of AI. He suggests that the effort required to write and think for oneself is where the actual education happens, and he worries that outsourcing this work to an algorithm might devalue the human experience of discovery. Our resident UCL expert mediator, Dr. Melanie Garson, helped the guests move beyond a simple pro or anti debate. She used the technique of identifying underlying fears and "drivers" to open up the conversation. By doing so, she helped the guests move from debating the technology itself to discussing the bigger picture: how the education system operates in a world permeated by AI and whether our current models of schooling are still meeting the current and future needs of students. Key takeaways from this episode: Identify the "Driver": Melanie highlighted that our stances are often driven by personal roles - such as Dan’s perspective as a parent wanting his children to be ready for the future, versus John’s focus on protecting the creative process. Look for Systemic Agreement: Often, a disagreement about a new tool is actually a shared frustration with an old system. Both guests agreed that the current "transactional" model of schooling often prioritises grades over actual learning. Value the "Friction": In a world that prizes speed, there is a case for "disagreeing well" by defending the slow, difficult parts of learning that lead to genuine human insight and self-formation. Listen now to hear how we can find a sensible path forward for AI in education. This production was led by UCL student presenters, Diego Lacheze-Beer and Marva Khalid, who are participants on Students’ Union UCL’s Impartial Chairs Programme. Find out more about the programme and, if you are a UCL student, how you can apply here. This is a Research Podcasts production. Episode Credits Presenter: Diego Lacheze-Beer, Students’ Union UCL Impartial Chair Guests: Dan Fitzpatrick and John Warner Producer and editor: Research Podcasts Music: The Investigation by Pixabay Artwork: Johnson Banks and Indianna Dimmer Further reading and resources Fitzpatrick, D., (2025), Infinite Education: The Four-Step Strategy for Leading Change in the Age of Artificial Intelligence Fitzpatrick, D., (2025), The AI Classroom: The Ultimate Guide to Artificial Intelligence in Education Fitzpatrick, D., (2025), The Educators’ AI Guide 2026 Stephenson, R., and Armstrong, C., (12th March 2026) “Student Generative Artifical Intelligence Survey 2026”, Higher Education Policy Institute Warner, J., (2025), More Than Words: How to Think About Writing in the Age of AI
