Over the past ten years, we have worked in a collaboration between educators and computer scientists at the University of Illinois to imagine futures for education in the context of what is loosely called “artificial intelligence.” Unhappy with the first generation of digital learning environments, our agenda has been to design alternatives and research their implementation. Our starting point has been to ask, what is the nature of machine intelligence, and what are its limits and potentials in education? This paper (...) offers some tentative answers, first conceptually, and then practically in an overview of the results of a number of experimental implementations documented in greater detail elsewhere. Our key finding is that artificial intelligence—in the context of the practices of electronic computing developing over the past three quarters of a century—will never in any sense “take over” the role of teacher, because how it works and what it does are so profoundly different from human intelligence. However, within the limits that we describe in this paper, it offers the potential to transform education in ways that—counterintuitively perhaps—make education more human, not less. (shrink)

Over the past ten years, we have worked in a collaboration between educators and computer scientists at the University of Illinois to imagine futures for education in the context of what is loosely called “artificial intelligence.” Unhappy with the first generation of digital learning environments, our agenda has been to design alternatives and research their implementation. Our starting point has been to ask, what is the nature of machine intelligence, and what are its limits and potentials in education? This paper (...) offers some tentative answers, first conceptually, and then practically in an overview of the results of a number of experimental implementations documented in greater detail elsewhere. Our key finding is that artificial intelligence—in the context of the practices of electronic computing developing over the past three quarters of a century—will never in any sense “take over” the role of teacher, because how it works and what it does are so profoundly different from human intelligence. However, within the limits that we describe in this paper, it offers the potential to transform education in ways that—counterintuitively perhaps—make education more human, not less. (shrink)

Ours are times of unprecedented ‘disruption’. The business pundits like this idea. ‘Disruptive innovation’, they are inclined to call it (Bower and Christensen 1995), a contemporary variation of Jo...

… in which we pass through eleven episodes in the history of cybernetics, each episode focusing on one of its perspectives on learning. We end with a coda where we define ‘cybersocial systems’ and...

The phenomenon of multimodality is central to our everyday interaction. 'Hybrid' modes of communication that combine traditional uses of language with imagery, tagging, hashtags and voice-recognition tools have become the norm. Bringing together concepts of meaning and communication across a range of subject areas, including education, media studies, cultural studies, design and architecture, the authors uncover a multimodal grammar that moves away from rigid and language-centered understandings of meaning. They present the first framework for describing and analysing different forms of (...) meaning across text, image, space, body, sound and speech. Succinct summaries of the main thinkers in the fields of language, communications and semiotics are provided alongside rich examples to illustrate the key arguments. A history of media including the genesis of digital media, Unicode, Emoji, XML and HTML, MP3 and more is covered. This book will stimulate new thinking about the nature of meaning, and life itself, and will serve practitioners and theorists alike. (shrink)

Economics is privileged in contemporary government policy such that all human transactions are seen as economic forms of exchange. Education has been discursively restructured according to the logic of the market, with education policy being increasingly colonised by economic policy imperatives. This paper explores some of the consequences of this reframing which draws upon metaphors from industrial and business domains. This paper examines a significant dimension of teaching that currently has marginal presence in official discourse: social contingency. We argue that (...) social contingency is characterised by a variety of distinctive features that include unpredictability, relationality and ethical demands. The significance of social contingency is highlighted by a comparison with industrial production, which is organisationally contingent, and craft production, which is characterised as materially contingent. We argue that the different nature of contingency in these domains makes them inappropriate as metaphors for teaching. We explore the nature of social contingency and some of the practical and ethical consequences of the failure to articulate this in official discourse. Its absence in such discourse is illustrated by consideration of competence statements in the Initial Teacher Education context. We argue that the neglect of social contingency is founded on assumptions of teacher sovereignty that are both philosophically and ethically unsustainable. (shrink)

Cope, Michael Currently in the United States there are 22 bills in 11 states making it easier for people to demand exemptions to generally applicable laws by allowing lawsuits challenging laws or policy that someone says substantially burdens their religious belief. Inherent in these laws is the proposition that people who hold religious views are entitled to make others conform to those views and that those who do not confirm are not entitled to equal treatment with others.

Edward Meredith Cope was an English scholar of classics who served as Fellow and Tutor at Trinity College, Cambridge. One of the leading Greek specialists of his time, Cope published An Introduction to Aristotle's Rhetoric in 1867. Though now considered a 'standard work', that Introduction was intended as merely the first part of a full critical edition of the Rhetoric, which was left incomplete on Cope's death in 1873. Cope's manuscripts were collected and edited by John Edwin Sandys, and published (...) in this three-volume set in 1877. Cope's analysis represented an important advance in the modern interpretation of this foundational text on the art of persuasion. Volume 1 contains the Greek text of Book 1 together with a commentary on Aristotle's introduction to his topic and his definition of rhetoric and its subdivisions. (shrink)

Edward Meredith Cope was an English scholar of classics who served as Fellow and Tutor at Trinity College, Cambridge. One of the leading Greek specialists of his time, Cope published An Introduction to Aristotle's Rhetoric in 1867. Though now considered a 'standard work', that Introduction was intended as merely the first part of a full critical edition of the Rhetoric, which was left incomplete on Cope's death in 1873. Cope's manuscripts were collected and edited by John Edwin Sandys, and published (...) in this three-volume set in 1877. This major work contains the Greek text together with a commentary on Aristotle's understanding of rhetoric, including its definition and classification, the role of emotion and logic, and the relevance of style and other rhetorical techniques. Cope's analysis represented an important advance in the modern interpretation of this foundational text on the art of persuasion. (shrink)

Edward Meredith Cope was an English scholar of classics who served as Fellow and Tutor at Trinity College, Cambridge. One of the leading Greek specialists of his time, Cope published An Introduction to Aristotle's Rhetoric in 1867. Though now considered a 'standard work', that Introduction was intended as merely the first part of a full critical edition of the Rhetoric, which was left incomplete on Cope's death in 1873. Cope's manuscripts were collected and edited by John Edwin Sandys, and published (...) in this three-volume set in 1877. Cope's analysis represented an important advance in the modern interpretation of this foundational text on the art of persuasion. Volume 1 contains the Greek text of Book 1 together with a commentary on Aristotle's introduction to his topic and his definition of rhetoric and its subdivisions. (shrink)

Edward Meredith Cope was an English scholar of classics who served as Fellow and Tutor at Trinity College, Cambridge. One of the leading Greek specialists of his time, Cope published An Introduction to Aristotle's Rhetoric in 1867. Though now considered a 'standard work', that Introduction was intended as merely the first part of a full critical edition of the Rhetoric, which was left incomplete on Cope's death in 1873. Cope's manuscripts were collected and edited by John Edwin Sandys, and published (...) in this three-volume set in 1877. Cope's analysis represented an important advance in the modern interpretation of this foundational text on the art of persuasion. Volume 2 contains the Greek text of Book 2 together with a commentary on Aristotle's views concerning the place of emotion and logic within the discipline. (shrink)

Edward Meredith Cope was an English scholar of classics who served as Fellow and Tutor at Trinity College, Cambridge. One of the leading Greek specialists of his time, Cope published An Introduction to Aristotle's Rhetoric in 1867. Though now considered a 'standard work', that Introduction was intended as merely the first part of a full critical edition of the Rhetoric, which was left incomplete on Cope's death in 1873. Cope's manuscripts were collected and edited by John Edwin Sandys, and published (...) in this three-volume set in 1877. Cope's analysis represented an important advance in the modern interpretation of this foundational text on the art of persuasion. Volume 3 contains the Greek text of Book 3 together with a commentary on Aristotle's understanding of style, arrangement and other rhetorical devices. (shrink)

While the concept of sin plays a pivotal role in the ethico-religious philosophies of Kierkegaard and Kant, both struggle to provide an adequate account of the nature of sin. Kant’s ethical interpretation improves signifi cantly on the traditional theological account by introducing the notion of individual responsibility, but it ultimately fails to provide an explanation of the psychological mechanisms of the fall. Kierkegaard tries to unite the Kantian conception of responsibility with an essentially Hegelian interpretation of the fall, using the (...) concept of anxiety as the glue. Contrary to usual opinion, it is argued here that far from resolving the difficulties of the Kantian account, Kierkegaard’s interpretation only serves to multiply them. But it is also shown that Kierkegaard’s analysis of the phenomenon that he calls “anxiety about sin” does provide the materials for an alternative interpretation of the origin of moral evil in man. (shrink)

_1650-1850_ publishes essays and reviews from and about a wide range of academic disciplines—literature, philosophy, art history, history, religion, and science. Interdisciplinary in scope and approach, _1650-1850 _emphasizes aesthetic manifestations and applications of ideas, and encourages studies that move between the arts and the sciences—between the “hard” and the “humane” disciplines. The editors encourage proposals for “special features” that bring together five to seven essays on focused themes within its historical range, from the Interregnum to the end of the first (...) generation of Romantic writers. While also being open to more specialized or particular studies that match up with the general themes and goals of the journal, _1650-1850_ is in the first instance a journal about the artful presentation of ideas that welcomes good writing from its contributors. First published in 1994, _1650-1850_ is currently in its 24th volume. (shrink)

In both her fiction and her essays on writing and feminist theory, Monique Wittig takes up and redeploys traditional themes and genres as well as recent theories of language, literature, and writing in order to force change in and through the dominant categories of thought and language. She has announced her project as one which would "do away with the category of sex" by way of reconfiguring the grammatically and conceptually enforced compulsory heterosexual order. I examine the specific linguistic mechanisms (...) by which Wittig accomplishes this abolition of "sex" and the political/philosophical/linguistic consequences of her "lesbianization" of language. Through-out, I aim to suggest what the political importance of The Lesbian Body as a diversified and written corpus is. (shrink)

In both her fiction and her essays on writing and feminist theory, Monique Wittig takes up and redeploys traditional themes and genres as well as recent theories of language, literature, and writing in order to force change in and through the dominant categories of thought and language. She has announced her project as one which would “do away with the category of sex” by way of reconfiguring the grammatically and conceptually enforced compulsory heterosexual order. I examine the specific linguistic mechanisms (...) by which Wittig accomplishes this abolition of “sex” and the political/philosophical/ linguistic consequences of her “lesbianization” of language. Throughout, I aim to suggest what the political importance of The Lesbian Body as a diversified and written corpus is. (shrink)

Mary Kalantzis was from 2006 to 2016 Dean of the College of Education at the University of Illinois, Urbana-Champaign. Bill Cope is a Professor in the College of Education at the University of Illinois, Urbana-Champaign. They are co-authors of multiple books including Making Sense: Reference, Agency, and Structure in a Grammar of Multimodal Meaning (Cambridge, forthcoming), New Learning: Elements of a Science of Education (Cambridge, 2008, 2012), Literacies (Cambridge 2012, 2016) and e-Learning Ecologies (2017).

This book provides an introduction to literacy pedagogy within today's new media environment.