Abstract

This paper examines how artificial intelligence (AI) tools, specifically ChatGPT as a tutor for students (ChatGPTt), reshapes creativity in the classroom. Does AI undermine or enrich creativity by altering its relational and self-disclosive dimensions? Engaging with Lindsay Brainard’s critique that AI erodes creativity by disrupting human connection and self-expression, I argue for a redefinition of creativity as a dynamic process sustained by emotion, intention, novelty, risk, and spontaneity — conditions adaptable to AI-mediated contexts. The paper challenges the premise that creativity depends on interpersonal connection, showing that self-disclosure can emerge through meaningful engagement with external systems, such as ChatGPTt. By framing ChatGPTt as a complementary tool, I demonstrate how it can scaffold creative processes without displacing relational depth. Ultimately, I advocate for the thoughtful integration of ChatGPTt in the classroom to enrich creativity while preserving its core conditions.