The Irreplaceable Human Touch in Writing
Why AI Can’t Fully Take Over Our Writing Tasks: Insights from Kleist to Modern Cognition
Before we jump into our main topic, allow me a brief preface. This introduction is essential to understand the train of thought that led me to the following reflections. Paradoxically, this preface already touches on the core of our subject — though this will only become clear as we progress. Let us begin with Kleist.
Heinrich von Kleist, the brilliant German dramatist and storyteller, wrote a remarkable essay titled “On the Gradual Production of Thoughts Whilst Speaking”. This short but significant work was probably written between 1805 and 1806 during Kleist’s stay in Königsberg, but was only published posthumously in 1878.
Thoughts Shaped Through Expression
In it, Kleist argues that the act of speaking itself promotes and structures the thinking process. He recommends talking about problems to solve them — even if the conversation partner is unfamiliar with the topic. The process of speaking forces us to clarify vague ideas and organize thoughts. It’s about thinking through speaking, not just thinking while speaking.
Although the conversation partner doesn’t necessarily need to contribute content, they play a crucial role:
- They force structured speech.
- Their reactions can stimulate the thinking process.
- They act as an “electric counterpoint” where tension can build.
Kleist illustrates his theory with several examples, including his own experience solving an algebraic problem while talking to his sister, Mirabeau’s speech during the French Revolution, and Jean de La Fontaine’s fable “Les Animaux malades de la peste”.
The essay emphasizes the close connection between thinking and speaking. Kleist sees language not as an obstacle to thinking, but rather as a “second wheel running parallel on its axis”. This insight has far-reaching implications for areas such as education, psychology, and communication.
“Wenn du etwas wissen willst und es durch Meditation nicht finden kannst, so rate ich dir, mein lieber, sinnreicher Freund, mit dem nächsten Bekannten, der dir aufstößt, darüber zu sprechen. Es braucht nicht eben ein scharfdenkender Kopf zu sein, auch meine ich es nicht so, als ob du ihn darum befragen solltest: nein! Vielmehr sollst du es ihm selber allererst erzählen.”
Cognitive Power of the Written Word
The process described by Kleist can be seamlessly transferred to writing. It’s a fascinating phenomenon: we begin to write, often with only a vague idea of where our thoughts will lead us. As we write, our ideas crystallize, gaining clarity and depth. This process is more than just a method of text production; it is an essential component of our thinking and learning.
When we write, we enter into a dialogue with ourselves. We externalize our thoughts, observe them on paper or screen, and can thus analyze and develop them from a new perspective. It’s as if we could “hear” our own thoughts and respond to them.
The inability of many people to dictate is a clear indication of the close connection between writing and thinking. When dictating, we lack the visual feedback that writing provides. We cannot pause, look back, and reorganize or refine our thoughts. Writing, on the other hand, allows us to shape and reshape our thoughts until they achieve the desired clarity and precision.
The cognitive power of writing becomes particularly evident when we try to explain something. The act of explaining forces us to structure and deepen our understanding. We must make connections, find analogies, and break down complex ideas into understandable units. This process not only promotes the reader’s or listener’s understanding but also deepens our own knowledge. It’s as if we learn twice through explaining: once for ourselves and once for others.
Irreplaceable Role of Human Writing
This insight has far-reaching implications for education and knowledge acquisition. Learning methods that involve active writing and explaining can be particularly effective. They utilize our brain’s natural tendency to process and store information through articulation and reflection.
In the context of increasing digitalization and the use of AI in text production, it’s important not to underestimate the value of this cognitive process. While AI systems can generate impressive texts, they do not go through the same process of thinking and learning as we humans do. They can assist us in text production, but they cannot replace the profound cognitive and pedagogical value of writing for the writer themselves.
Ultimately, writing is not just a means of communication, but an essential tool for thinking and learning. It is a process of self-discovery and growth that helps us organize, refine, and expand our thoughts. In a world increasingly characterized by fast, superficial communication, thoughtful, reflective writing remains an invaluable means of developing our minds and ideas.
