Exploring AI in Literature Education: The Ghost in "Hamlet"

Inspired by some interesting questions and feedback about creative use of AI for poetry analysis in a previous post, I decided to experiment with ChatGPT-4o to explore its potential in analyzing classic texts. I asked ChatGPT to interpret the representation of the ghost in Shakespeare’s "Hamlet." The results were fascinating as well as quite concerning for me as an educator.

AI-Generated Response: Strengths and Weaknesses

The AI-generated response was clear, structured, and consistent. It tackled a broad range of themes associated with the ghost in "Hamlet," providing straightforward explanations for each one. For instance, the AI identified the ghost’s call for revenge as a primary driver of the plot. It connected this to the quote, "Revenge his foul and most unnatural murder," from Act 1, Scene 5.

Similarly, it highlighted the ghost’s role in exposing Claudius’s guilt and the resulting moral corruption in Denmark with the quote, "The serpent that did sting thy father’s life / Now wears his crown," from Act 1, Scene 5.

ChatGPT described that the ghost introduces supernatural elements that create an atmosphere of uncertainty and fear, illustrated by the line, "Be thou a spirit of health or goblin damned?" from Act 1, Scene 4. It also emphasized the ghost’s function as a catalyst for Hamlet’s actions, seen in the plea, "If thou didst ever thy dear father love— / Revenge his foul and most unnatural murder," from Act 1, Scene 5.

Finally, the AI also pointed out that the ghost symbolizes the enduring impact of the past on the present, encapsulated in the command, "Remember me," from Act 1, Scene 5.

A simple one line prompt provided a comprehensive overview with a surface-level analysis. But, I do feel that It missed the deeper psychological and abstract nuances of the ghost’s role.

When prompted with a slightly more detailed prompt, it provided with a very structured response covering all of the aspects, but still very superficial.

Explore and critically analyze the multifaceted representation of the ghost in William Shakespeare's Hamlet, considering its role, characterization, symbolism, thematic implications, psychological interpretations, historical context, and critical perspectives.

What Was Missing in the AI-Generated Response

The AI-generated response didn't fully capture the depth and nuances we often explore in literary discussions, particularly in its portrayal of the ghost in Hamlet. It overlooked the ghost’s role as a symbol of unresolved grief and emotional turmoil, which profoundly affects Prince Hamlet.

The phrase "Remember me" from Act 1, Scene 5, points to this complexity, yet it was not thoroughly examined by the AI without specific prompts. However, when it was prompted to discuss those specific aspects with a prompt it did a fairly good job.

This raises a concern: if students rely solely on AI for analysis, might they miss such critical interpretations if these aspects are not discussed?

I also noticed that the AI generated analysis did not fully emphasize the ghost as a symbol of the triumph of evil over good, foreshadowing the danger and corruption in Denmark. Although the AI mentioned this aspect with the quote, "Something is rotten in the state of Denmark." from Act 1, Scene 4 and "The serpent that did sting thy father’s life / Now wears his crown," from Act 1, Scene 5, it did not go deeper into how this foreshadowing impacts the overall narrative and character motivations. ( The prompt did not (explicitly) require for that level of in depth response)

The AI response also overlooked the significance of the ghost’s selective visibility, which raises intriguing possibilities about its nature. For instance, when Hamlet says, "My lord, I think I saw him yesternight," from Act 1, Scene 2, a deeper analysis might suggest that this selective visibility indicates the ghost as a manifestation of Hamlet’s inner turmoil.

Something that was not discussed was when the ghost appears for the third time, it speaks, taking center stage and intensifying the play's eerie atmosphere. Hamlet questions whether the ghost is a "spirit of health or goblin damned," reflecting his uncertainty about its nature.

The ghost's role is the manifestation of Hamlet's own psyche, complicating the distinction between what is real and what is imagined, this aspect was not really brought out in any of the responses. This particular aspect adds layers to the narrative, exploring the intersection of external action and internal reflection which the AI analysis kind of overlooked.

My Concerns About AI-Generated Literary Analysis in the Classroom

As AI tools become more (easily) available in educational settings, their use in literary analysis presents both opportunities and challenges. While AI can assist in generating initial insights and overviews, there are several concerns that educators need to be aware of to ensure a comprehensive learning experience for students.

1. Lack of Depth and Nuance

AI-generated responses often lack the depth and nuance necessary for a thorough understanding of literary texts. This superficial analysis can lead students to miss the minute (yet profound) details and emotional layers that are crucial for interpreting literature. Wecshould ensure that students are encouraged to explore beyond the AI's initial analysis to uncover these deeper aspects.

2. Missing Symbolic Interpretations

Symbolic interpretations are fundamental in literature, but AI may fail to fully develop these elements. AI might mention certain symbols or themes without delving into their significance and impact on the narrative.

3. Overlooking Psychological Depth

The psychological dimensions of characters often require nuanced analysis that AI could not adequately provide (without multiple iterations). Characters’ motivations, internal conflicts, and emotional states are critical for understanding the text.

4. Ignoring Subtle Connections

Literary analysis involves recognizing subtle connections such as recurring themes, motifs, and symbols. AI might miss these nuances, leading to a fragmented understanding of the text.

5. Risk of Superficial Learning

There is a significant risk that students relying solely on AI-generated responses will engage in superficial learning. Without deeper study, students might accept AI analysis as complete, missing out on developing critical thinking and analytical skills.

Human in the Loop: Practical Integration

To ensure comprehensive understanding and in depth literary analysis, educators should adopt a human in the loop approach. This involves using AI tools as a starting point while actively guiding students to question and expand upon AI-generated insights.

I strongly believe that we should encourage independent analysis, promote critical thinking by challenging AI interpretations, and integrate empathy and personal insights into discussions.

Supplement AI with Human Insight: Use AI to generate initial discussion points or essay prompts, but follow up with in-depth class discussions facilitated by the teacher to explore the emotional and psychological dimensions of the play.

Encourage Critical Thinking: Challenge students to critique and expand upon AI-generated content.

Ask students to identify areas where the AI's interpretation may fall short and to provide their own analyses based on textual evidence and personal insight.

ChatGPT offers exciting possibilities for enhancing the teaching of literature, providing accessible summaries, generating discussion questions, and sparking student interest. However, educators must remain mindful of the nuances that AI-generated content can miss.

Pam Amendola Bronwyn Desjardins Sari Lantto Banani Roy Chowdhury Fengchun Miao Jason Gulya Dr. Naser Al-Ashab Hiba El Hazzouri Lidija Kralj