An IT engineer has taken a unique approach to writing, using ChatGPT to produce six self-proclaimed “pioneering” books on artificial intelligence and computational structure. His daughter, a 22-year-old graduate student in computer science, finds herself in an uncomfortable position as her father demands she read them.
The engineer, 57, began his writing journey last winter, driven by what he believes to be groundbreaking ideas in technology and AI. However, instead of traditional authorship, he relies heavily on AI to generate his work, rendering the books into lengthy PDFs that remain unpublished. Despite his enthusiasm, her attempts to engage have fallen flat.
For the daughter, the weekly phone calls with her father have taken a predictable turn. Every conversation begins with his insistence that she delve into his writings, which he believes will enhance her academic journey. However, she struggles to get past the dense and theoretical content that she finds overwhelming. With over ten chapters per book, plus appendices and introductions, it’s a daunting task. She admits to having attempted to read a few chapters, but the complexity left her frustrated.
During these calls, her father is eager to share his vision, often diving into long monologues that highlight his self-proclaimed genius. While initially offering some feedback on his work, she now feels trapped between wanting to support him and the reality that his books don’t resonate with her educational needs.
“I can’t comprehend the concepts to the extent he wants me to,” she shared. “But part of me wonders if I’m being dismissive by not trying harder.” The pressure to read his work hangs over her like a cloud, leading to a tension-filled exchange each time they speak.
Her father’s insistence that his books are beneficial for her studies indicates not only his pride but a misunderstanding of their relevance. She realizes that he sees these creations as necessary groundwork for her education, although they remain largely unrecognized by anyone outside of their immediate circle. They are not part of standard academic curricula, and he seems unaware of how that diminishes their importance.
As her graduation approaches, she finds herself caught in a loop. Each call brings the same questions: “Have you read my books? What did you think?” If she admits that she hasn’t read them or struggles to engage with the ideas, he becomes visibly upset, launching into another impassioned speech about the merit of his work.
“I feel like I’m letting him down,” she said, expressing the guilt of not fully engaging with what he views as essential material. Yet, even the thought of dedicating time to read through pages filled with complex theories feels more exhausting than academic. She recognizes she has the time to read, but the task feels daunting and tiresome.
With his frequent insistence that her understanding of his books is crucial to her studies, the conversations have turned into a monologue on his part, creating barriers to genuine dialogue. The effort she would need to invest doesn’t seem worth the potential reward, leading to frustration on both sides.
Others may empathize with her plight. One person told her, “It’s great to support your dad, but you also have your own studies and life to manage.” Another reader advised her to communicate directly with him about her struggle, suggesting that an honest conversation could alleviate the pressure.
As this situation continues, the young woman faces a decision. Should she push through and try to engage with her father’s books, or should she maintain her stance against reading material that doesn’t align with her academic needs? The pressure to please her father and the reality of her own goals clash, leaving her lingering in indecision.
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