Impromptu: Amplifying Our Humanity Through AI Reid: GPT-4, there are so many more subjects I want to discuss with you, from reforms to higher education, to revolutions in language pedagogy, to the philosophy of education. I’d like to ask for your help in taking us home. We have discussed how GPT paired with great teachers could change lives and perhaps the world. But we have also acknowledged some of the concerns and challenges that could get in the way. In 300 words or less, please conclude this chapter by outlining an optimistic, a pessimistic, and a mixed scenario for how large language models will be used in education in fifty years’ time. GPT-4: Optimistic: Large language models will become a powerful tool in education in the next fifty years, transforming the way we learn and deliver instruction. With GPT, teachers will be able to provide personalized, individualized learning experiences that are tailored to each student’s needs and interests. AI will be able to identify the topics and skills that students need to focus on, and provide guidance and support as needed. AI-driven tools will also enable students to interact more directly with their teachers, allowing for more engaging and meaningful instruction. AI will also be used to create and curate content, giving teachers more time to focus on engaging and inspiring their students. Pessimistic: Large language models will be used in education in the next fifty years, but its potential will not be fully realized. The technology will be limited by cost, access, and privacy concerns, which will limit its use to a small number of privileged institutions. AI-driven tools will be used to automate and streamline some of the more mundane aspects of teaching, such as grading and content creation, but their potential for more mean- ingful applications will remain largely untapped. The lack of access and the potential for misuse and abuse of 44