ThAct: Using Gen AI Literature Classroom: Two Worksheets

 This Blog task is given by Dilip Barad Sir, for further reading Click here.

Waiting for Godot by Samuel Beckett, first published in 1952 and premiered in 1953, is a groundbreaking play that explores existentialism and the absurdity of human life. Set in a barren landscape, it follows two characters, Vladimir and Estragon, who wait for someone named Godot, believing he will bring answers or meaning, but he never arrives. The play’s repetitive dialogue and actions serve as a metaphor for the human condition—caught in cycles of uncertainty and searching for purpose. While often comedic, the play delves into themes of despair, isolation, and the futile quest for meaning. By stripping away traditional plot structure and resolution, Beckett leaves the audience to interpret Godot’s symbolic significance, whether as hope, salvation, or the pointlessness of waiting. Ultimately, Waiting for Godot challenges conventional theater and offers a profound reflection on the uncertain journey of life.

Sir gave us two worksheets where we used ChatGPT to generate and analyze responses. Although the AI offered well-organized answers, some lacked the necessary depth, showing that human input is still essential. This activity helped us understand the strengths and limitations of AI, and it highlighted how important critical thinking and human judgment are in the learning process.





This task offered meaningful insights into how AI can be integrated into literature classrooms, allowing us to examine both the capabilities and shortcomings of ChatGPT. Although the AI produced clear and structured responses, they often lacked the depth needed for thorough literary analysis, underlining the importance of human interpretation.

As part of the activity, we also explored existential themes and absurdist elements in Waiting for Godot by Samuel Beckett with the help of AI. This demonstrated that while AI can support literary exploration, it cannot substitute for critical thinking or scholarly analysis. In essence, the task showed that AI is a helpful tool, but meaningful engagement with literature still depends on human insight.



The video explores Waiting for Godot by Samuel Beckett, drawing attention to a significant biblical reference—the image of the sheep and the goats. The speaker explains that this alludes to a parable where Jesus separates the righteous (sheep) from the wicked (goats), symbolizing divine judgment. However, Beckett reinterprets this reference, not to affirm traditional religious ideas, but to question them. Rather than reinforcing faith in God, heaven, or the pursuit of happiness, Beckett uses the imagery to challenge these concepts. As a result, the reference becomes a thought-provoking symbol, prompting philosophical reflection rather than offering definitive answers.




The video delves into Samuel Beckett’s Waiting for Godot, questioning whether it should be interpreted as a religious or Christian work. While the play features elements linked to Christian thought—such as acts of charity and the theme of waiting—the speaker argues that it aligns more closely with existentialist philosophy, emphasizing the absurdity of human existence. The analysis also explores the idea of hope, suggesting that within the play, hope might function as a form of "bad faith" that prevents individuals from facing the reality of their condition. Ultimately, the speaker highlights that the play defies a fixed interpretation, offering instead a lyrical meditation on time, existence, and the human condition.

References:

Dilip. Objectives for Using ChatGPT in Literature Classroom. blog.dilipbarad.com/2023/01/objectives-for-using-chatgpt-in.html.

---. “Hope - Christian Faith or Sartrean Bad Faith | Waiting for Godot | Samuel Beckett.” YouTube, 30 Jan. 2023, www.youtube.com/watch?v=umeapOKxyds.

---. “The Sheep and the Goat | Waiting for Godot | Samuel Beckett.” YouTube, 26 Jan. 2023, www.youtube.com/watch?v=6KJw9LZ_HC8.





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