Rize İlahiyat Dergisi

Öz

"What can I know? How can I know? How can I act?" These questions have been the subject of exploration throughout the history of philosophy. In a process where answers are constantly updated, the current state indicates a shift from inquiries into the truth of knowledge to the commodification of everyday knowledge. Artificial intelligence (AI) language models like ChatGPT (3.5) go beyond being mere companions in ordinary conversations; but in its own word, it is a mechanism with the ability to understand, analyze, and generate language. With the advancement of artificial intelligence, AI-based language models provide benefits in academic writing processes such as speed, data-driven content generation, and error reduction for researchers, writers, and students. However, this progress also brings ethical concerns. In the present era, it is crucial not only to acknowledge the capability of AI to generate articles but also to confront the reality of how to evaluate such articles. The collaboration between artificial intelligence and humans makes it possible to create original and valuable content in the academic world. However, the degree of plagiarism in the proposed idea and the appropriate response to plagiarism are debatable. In this study, we discuss how to evaluate writings produced with the assistance of AI-based language programs, considering the coevolution and interaction of artificial intelligence and academic writing. In the first section, we examined ChatGPT's conceptual analysis and logical inference principles. ChatGPT provides reasonable answers to general topics within certain ethical preconceptions. However, it may not be sufficiently successful in logical reasoning, especially in issues related to logical deduction, leading to logical inconsistencies when faced with repetitive commands. This inconsistency can also permeate its ethical preconception, raising questions about how the existing preconceptions are designed and opening a discussion about the reliability of ChatGPT. In the second section, we asked ChatGPT to write an essay on a comparative topic. It is possible to write an article with the help of ChatGPT without a word limit, using accurate and explanatory command syntax. However, how the originality and plagiarism check of the presented text should be conducted is debatable. As demonstrated in this study, online plagiarism detection services, as of now, cannot provide artificial intelligence support to detect similarities in all languages. Therefore, the similarity ratio of writings with the same content in English and Turkish can be entirely different. Moreover, the extent to which a text written with AI assistance can be considered original is also a subject of debate. ChatGPT, which can be beneficial not only for learners but also for educators and those involved in the scrutiny and publishing process of writings, presents an unavoidable issue in how it should be integrated into academia. Moving forward within the framework of possible answers to this debate, we have reached the following conclusion: While the progress brought by artificial intelligence offers useful opportunities for researchers, if not carefully managed from ethical and reliability perspectives, it can lead to the researcher deviating from their originality. Ultimately, a study produced with the assistance of artificial intelligence should inherently encompass the researcher's originality and ethical concerns.