AI-Assisted Uchronia Writing Inspired by the Novel “Si Rome n’avait pas chuté”
General information
Organisation / School
Individual research and literary practice by historian Raphaël Doan, published by Passés composés (Humensis group)
Duration
Flexible. A classroom adaptation may take between one and several sessions depending on the depth of the activity (for example brainstorming alternative historical scenarios, experimenting with AI-assisted writing, and conducting discussion or reflection).
Target group (age range)
Upper secondary school students and university students (approximately 16+), particularly in history, literature, or digital humanities contexts
Group format
Individual or group activity, potentially followed by class discussion.
Context of the Practice
This practice is inspired by the creative process used by historian and writer Raphaël Doan in the development of his novel “Si Rome n’avait pas chuté”. The book explores an alternative historical scenario in which the Roman Empire invents the steam engine and develops technological innovations that transform world history. The author used the artificial intelligence tool ChatGPT as a creative collaborator during the writing process. The project illustrates how generative AI can be integrated into historical imagination and literary experimentation. In educational settings, the example can be used to encourage students to explore alternative historical scenarios, experiment with creative writing, and critically reflect on the relationship between technology, knowledge, and historical interpretation.
Description of the Practice
The creative approach developed by historian Raphaël Doan demonstrates how artificial intelligence can support the writing of speculative historical fiction. In his novel “Si Rome n’avait pas chuté”, the author imagined an alternative historical trajectory in which the Roman Empire developed steam technology and experienced an early form of industrialization. The writing process involved a dialogue between the author and the AI system ChatGPT. Rather than generating the entire narrative automatically, the AI was used to produce ideas, narrative suggestions, and unexpected associations that helped the author explore alternative possibilities.
The author described the process as iterative, involving continuous interaction between human interpretation and machine-generated suggestions. The AI proposed narrative elements or unexpected historical connections that the author then evaluated, selected, and rewritten according to his own historical reasoning and literary intentions. This method resembles a creative dialogue in which the human author maintains intellectual control over the narrative structure while using the AI as a source of inspiration and experimentation. The resulting work illustrates how digital technologies can stimulate imaginative historical thinking while also raising questions about authorship, creativity, and the evolving role of technology in literary creation.
Link with Uchronia or Alternative Narratives
Does the practice involve rewriting history, alternative scenarios, role play, or speculative narratives?
Yes
Explanation:
The project is explicitly based on the literary genre of uchronia. The narrative begins with a counterfactual question: what if the Roman Empire had invented the steam engine and developed advanced technologies centuries earlier than in actual history. By modifying a key historical event, the author explores how technological developments might have reshaped political structures, social organization, and global history. This speculative approach encourages readers and learners to think critically about the role of technological innovation in shaping societies.
Social and Transversal Skills Developed
What are the skills developped?
Creativity
Historical reasoning
Digital literacy
Explanation:
This practice encourages learners to imagine alternative historical developments and to analyze the consequences of technological change. By exploring counterfactual scenarios, students develop historical reasoning and critical thinking skills. The use of AI tools introduces an additional dimension of digital literacy, requiring students to evaluate and reinterpret machine-generated suggestions. The process also stimulates creativity, as participants design speculative worlds and historical trajectories. Discussions about the role of artificial intelligence in writing further promote reflection on authorship, technology, and the relationship between humans and digital tools.
Inclusion and Accessibility
Targeted learners (learning difficulties, diversity, disengagement):
The approach can engage a wide range of learners, including students interested in history, literature, or digital culture. The creative dimension of speculative storytelling may particularly attract learners who are motivated by imaginative or interdisciplinary activities.
Accessibility measures used:
Activities can be adapted to different levels of complexity. Teachers may guide students through brainstorming exercises, collaborative writing, or discussion of historical scenarios. AI tools can also help generate ideas that support learners who may struggle to initiate creative writing.
Impact and Outcomes
Observed impact on pupils:
Students can develop stronger engagement with historical topics when they are encouraged to imagine alternative developments rather than simply memorize historical facts. Speculative scenarios help learners understand the importance of causal relationships in history and recognize how technological innovation can transform societies.
Feedback from teachers or pupils:
Educators using similar speculative writing approaches report that students show increased curiosity about historical processes and greater motivation to explore historical sources and interpretations.
Transferability
Can the practice be reused or adapted?
Yes
Conditions for replication:
Teachers need access to historical resources and optional AI writing tools. The activity can be implemented in history, literature, philosophy, or digital humanities courses. Facilitators should also guide students in critically evaluating AI-generated content and maintaining human interpretation and analysis.
Relevance for Reframe the Story
This example is relevant for Reframe the Story because it demonstrates how speculative narratives and artificial intelligence can be combined to encourage critical engagement with historical knowledge. By imagining alternative historical trajectories, learners develop deeper understanding of historical causality and the influence of technological change on societies. The interaction between human creativity and AI-generated ideas also encourages reflection on the evolving relationship between humans and digital technologies in knowledge production and storytelling.