Generative bullshit and phronesis: A self-inquiry into the use of generative intelligence in Social Sciences and Humanities education

Authors

  • Marc-André Éthier Université de Montréal
  • David Lefrançois Université de Québec en Outaouais
  • Raphaël Desormeaux Université du Québec en Outaouais
  • Frédéric Deschenaux Université de Québec à Rimouski
  • Kevin Peloquin Université de Montréal

Keywords:

Generative artificial intelligence, critical ethos and phronesis, self-inquiry / auto-inquiry , epistemology of the social sciences and humanities, didactics of the social sciences and humanities

Abstract

Research and education place high expectations on generative artificial intelligence (GenAI), yet it fosters rapid and often insufficiently controlled user trust. This note from the field presents a self-inquiry based on many exchanges with ChatGPT, supported by logging, macros, and typologies. It introduces the concept of generative bullshit (plausible discourse that simulates authority, and rigor without sufficient evidence, and without intent to deceive). The analysis connects these deviations to scholarly ethos in the social sciences and humanities (SHS) and to phronesis and shows that GenAI is not a partner but an opaque system that must be disciplined. Its limitations become didactic resources for fostering durable critical practices.

Author Biographies

Marc-André Éthier, Université de Montréal

is a professor in the Department of Didactics at the Université de Montréal. He is the director of the Centre de recherche interuniversitaire sur la formation et la profession enseignante and editor-in-chief of the Revue des sciences de l’éducation. His research focuses on historical thinking. marc.andre.ethier@umontreal.ca

David Lefrançois, Université de Québec en Outaouais

is a professor of educational sciences at the Université du Québec en Outaouais and a regular researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE). He holds a Ph.D. in political philosophy and is interested in fostering critical thinking in the areas of history, civics, finance, and law, particularly as they relate to controversial social issues. He is also the director of the Revue des sciences de l’éducation. david.lefrancois@uqo.ca

Raphaël Desormeaux, Université du Québec en Outaouais

is a historian and education professional holding a Master’s degree in history. His research focuses primarily on history education and citizenship education. He is particularly interested in how school curricula shape students’ understanding of social, political, and democratic realities. His work also explores innovative teaching approaches such as the use of video games in learning history, as well as the ways disciplinary knowledge is adapted and integrated into educational programs. raphael.desormeaux@teluq.ca

Frédéric Deschenaux, Université de Québec à Rimouski

is a full professor of the sociology of education at Université du Québec à Rimouski. His work examines the educational and professional trajectories of diverse groups, the role of parents in schooling, and the sociology of school markets, along with methodological and epistemological issues in education. frederic_deschenaux@uqar.ca  

Kevin Peloquin, Université de Montréal

is a professor of didactics (social sciences) at the University of Montreal and a regular researcher at the Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE) and the Centre interuniversitaire d'études et de recherches autochtones (CIERA-Montréal). His areas of interest include the use of material culture, film, and comic books in the teaching and learning of geography and history. He is also interested in the educational potential of field trips and museum visits in educational contexts. kevin.peloquin@umontreal.ca  

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Published

2026-06-08

How to Cite

Éthier, M.-A., Lefrançois, D., Desormeaux, R., Deschenaux, F., & Peloquin, K. (2026). Generative bullshit and phronesis: A self-inquiry into the use of generative intelligence in Social Sciences and Humanities education. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10753

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Advance Online Publication

Section

Notes from the Field

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