The article discusses the impact of AI on the field of humanities, noting that it has introduced new dynamics in teaching and assessment. An instructor expresses how they have revamped their course to engage students through AI interactions rather than traditional content like Plato. A trend emerges around creating ‘ChatGPT-proof’ assignments that challenge students beyond what AI can handle, suggesting a need for a reevaluation of what constitutes genuine learning in the wake of AI capabilities. The conversation also touches on the increasing importance of coding skills in the humanities, which might empower students to customize their learning tools. Critics point out the disruption AI creates in educational structures, challenging norms that relied on the solo production of written work as a measure of progress. This dynamic has implications for educators in finding new means to evaluate learning outcomes. The comments highlight a variety of opinions, from frustrations with academic codes to the opportunities AI presents in reassessing educational practices.