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The Collapse of Self-Worth in the Digital Age | The Walrus
Thea Lim
The Walrus·2024
Why are we letting algorithms rewrite the rules of art, work, and life?
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View paper →Original Sin: Inherited Psychological Patterns
Frank Gelat
forbiddenheights.com
No abstract available
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View paper →A Generative AI Tool to Foster and Assess Authentic Learning: A Case Study in Teaching SQL
Raja Sooriamurthi, Xiaoying Tu, Allison E. Connell Pensky
Proceedings of the 30th ACM Conference on Innovation and Technology in Computer Science Education V. 1·2025·1 citations
Authentic learning refers to a student's metacognition about what they have learned and not learned. Building students' authentic learning is a primary goal of instructors. Educators also want to be able to assess students' learning. One way to do this is to have a one-on-one conversation with students in which the instructor probes their understanding with a series of questions that require the students to explain why they did what they did, possible alternative approaches, and the implications of their learning. Scaling this type of high-impact 1-1, human-led dialogues with larger classes is a challenge. The present study built a custom generative AI tool and tested its ability to have such a conversation with students. In this paper we report on an experiment which aims to compare students' course performance and attitudes between conditions of instructor-led and AI-led dialogues. We found that regardless of condition, students significantly grew in their self efficacy from the beginning of the semester to the end of each of the two feedback sessions. Additionally, students receiving dialoguing with the AI were significantly less nervous than students dialoguing with the instructor with no differences in other attitude measures such as how deeply they believed they understood their assignments. As such, the intelligent assessor generative AI tool offers the potential to provide scalable feedback to students regardless of class size, likely with little to no detriment to students' growing confidence in their skills.
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View paper →Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives
Maria Popova
The Marginalian·2014
No abstract available
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View paper →Ethnographic Philosophy: A Qualitative Method for Naturalised Philosophy
Helene Scott‐Fordsmand
Philosophy Compass·2025
<jats:title>ABSTRACT</jats:title>
<jats:p>Recent years have seen a rise in the engagement with empirical methods in philosophy. However, explicit discussion of the method and methodology behind such approaches is scarce, in particular for engagement with qualitative ethnographic styles of empirical research. This entry gathers debates from various philosophical subfields where ethnography has found a philosophical use. First, I introduce ethnography and highlight different versions through examples from phenomenology, political philosophy, ethics and philosophy of science. Then, I address three common challenges raised against the relevance and legitimacy of ethnographic philosophy, some specific to ethnography, others shared with experimental philosophy and integrated history and philosophy of science. The entry ends by suggesting some benefits of ethnographic philosophy, including a potential for genuine surprise, the opportunity to fine‐tune and enrichen concepts and a better grasp at philosophical significance in human lives. In addition, I note that ethnography encourages more thoroughgoing philosophical self‐reflection about contextual and situational features of philosophical theories and about the particularities of the philosophers developing them, introducing the idea of ‘naturalising the philosopher’.</jats:p>
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