一位哈佛物理学博士生近日分享了她对人工智能在学术研究中使用现状的观察和担忧。1这位牛津硕士和哈佛博士生从最初对ChatGPT的怀疑，到在备考硕士考试时利用它重新理解复杂物理概念，再到目睹AI工具在研究环境中的广泛应用。1她在2025年5月准备硕士考试时开始使用AI，在三周内依靠它来解释困难概念，之后不再需要这类辅助。1
然而，随着时间推移，这位博士生的观点发生了转变。1进入哈佛博士项目第二年后，她观察到物理系研究人员普遍使用ChatGPT、Claude等AI工具进行工作。1她指出，这种广泛使用正在对学术生态造成负面影响，包括学术协作减少、学生之间的孤立以及导师制关系薄弱。1这位博士生表示："我害怕的不是AI会抢走我的工作……而是我们使用AI的方式正在摧毁让科学充满乐趣的东西。"1她的观察反映了AI作为工具所具有的双面性：虽然功能强大，但人类对其使用的方式正在改变高等教育和研究文化的根本性质。1
A Harvard physics doctoral student has documented her evolving relationship with artificial intelligence tools during her graduate studies, offering a critical perspective on how AI adoption is reshaping academic culture.1 The researcher first experimented with ChatGPT while preparing for her master's degree exams at Oxford in May 2025, using the tool to reinterpret complex physics concepts over a three-week period before moving away from reliance on it.1 During her first year as a doctoral student at Harvard, she employed AI sparingly in her initial research project.1
The landscape shifted following a breakthrough moment in the physics community that fundamentally altered expectations around AI's capabilities in the field.1 By her second year at Harvard, the researcher observed that ChatGPT, Claude, and similar AI tools had become widespread across the physics department's research operations.1 Rather than celebrating this technological integration, she has articulated serious concerns about its broader consequences for academic life and scientific culture.
The researcher warns that the proliferation of AI use is diminishing collaborative scholarship, leaving students isolated, and weakening mentorship relationships that have traditionally anchored scientific training.1 In her assessment, the primary threat lies not in job displacement but in how the academic community wields these tools: "I'm not afraid that AI will steal my job... but I'm afraid that the way we use AI is destroying the things that make science fun."1 Her account underscores a tension between AI's utility as a learning instrument and its potential to undermine the human interactions and intellectual rigor fundamental to higher education and research.
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