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Post-Truth, Fake News: Viral Modernity & Higher Education
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This edited collection brings together international authors to discuss the meaning and purpose of higher education in a “post-truth” world. The editors and authors argue that notions such as “fact” and “evidence” in a post-truth era must be understood not only politically, but also socially and epistemically. The essays philosophically examine the post-truth environment and its impact on education with respect to our most basic ideas of what universities, research and education are or should be. The book brings together authors working in Australia, China, Croatia, Romania, Canada, New Zealand, Portugal, Sweden, UK and USA.
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... For this method, a grouping process exists based on the word occurrence statistics from the training data collection. Cyberbullying detection process parameters are features used during classification processing [11]. ...
Cyberbullying detection in a sentence or utterance has challenges due to syntactic and meaning variations (lexical). Term Frequency-Inverse Document Frequency (TF-IDF) carries out textual feature extraction to produce candidates thematically based on word occurrence statistics. However, these candidates are generated without considering a term relationship between constituent elements in the parsing language syntax. This study discusses a TF-IDF feature extraction model using the n-Gram approach to produce candidate feature selection based on a specified term relationship. Thresholding applications for the formation of dynamic n-Gram segmentation were also discussed. Furthermore, the dynamic n-Gram model in TF-IDF feature extraction can be used in cyberbullying classification to overcome variations in syntax and meaning of sentences/speech from Bahasa Indonesia.
Keywords: Dynamic n-Gram, Features extraction, TF-IDF, Cyberbullying classification
This paper is a critical discussion about how the curriculum contributes to the sense of belonginess within Higher Education (HE), and how the ongoing aim of decolonisation needs to incorporate a more consistent intersectional lens with the curriculum within psychology. Psychology as a discipline has been criticised for its focus on primarily conducting research with people from countries that are Western, Educated, Industrialised, Rich and Democratic (WEIRD; Henrich et al., 2010). This approach has neglected a number of social groups within the wider literature and has indeed marginalised the voices and experiences of many. Through the topic of decolonisation, there has been the discussion of the importance of belonging and belongingness, but the intersectional experiences of various social groups within the curriculum has been neglected. In summary, this discussion reveals that there are several key ways in which curricula and decolonial research can contribute to belonging: 1) communication of what (who) is important; 2) consideration of student learning needs; 3) appreciation of course content that is salient to students; 4) demonstration of alignment with a wider range of philosophical approaches; 5) promotion and celebration of cultural differences which allow students to be themselves; and 6) inclusion of a wide range of factors within teaching that contribute to belonging, for example the importance of place.
This paper * discusses role and importance of the institutional aspect of the University in a context of historical development of technologies of knowledge. Through an analysis of similarities between subsequent technological innovations that transformed how knowledge was created, shared and stored, this paper shows that each time there was an institutional 'answer' to these developments. It is further argued that currently another such technological innovation is unfolding and that despite similarities it poses an unprecedented challenge, as it puts the institution itself into question. This paper discusses what the institutional character means for the University by highlighting the role it plays in making a place, thus connecting the institution to a concept of place and topology. Some further political consequences of this technological challenge to the institution and place are also discussed here.
Los últimos diez años han visto el incrementode la discusión respecto a qué metodologíaes desarrollada en el ámbito filosófico, yqué implicancias tiene el que en ese marcose desarrollen posiciones teóricas tan diversasque permitan sostener como una constanteel desacuerdo filosófico: estar de acuerdo enestar en desacuerdo se acerca peligrosamentea tornar trivial la búsqueda de razones paraciertas posturas teóricas. En ese contexto seenmarca las recientes contribuciones recogidasen D’Oro & Overgaard (Eds.) (2017),desde las cuáles se intenta no necesariamenteiniciar un diálogo entre distintos paradigmasfilosóficos, sino más bien explicitar sus diferenciasy semejanzas. El presente escrito tienepor objetivo analizar los insumos teóricos sobreel rol metodológico de las intuiciones enel ámbito filosófico, específicamente en el tópicodel desacuerdo epistémico. Se proponeuna perspectiva optimista de este desacuerdo,siguiendo a Cappelen (2017) e Ichikawa(2016). Se trata especialmente de intentarresponder a la cuestión de si la persistenciade desacuerdos constituye un motivo paradescartar que haya progreso filosófico. Delmismo modo, se evalúa el alcance de las fakenews como un insumo epistémico que impidealcanzar la así denominada neutralidadevidencial.
En este artículo se analiza desde una perspectiva crítica la influencia y el impacto que ejerce la mediación algorítmica y la segmentación de las redes sociales y buscadores de internet con el fenómeno de las fake news y la posverdad. Entendiendo dichos fenómenos como debilitadores de la democracia deliberativa y el derecho de acceso a la información, pues a través de los sesgos cognitivos e informativos, propios de las cámaras de resonancia, se limita la posibilidad de los ciudadanos de elegir e informarse de manera plural y diversa, cuestión que influye directamente en la polarización social y en la desinformación. Estos riesgos para la democracia no se pueden ignorar con discursos a conveniencia de los monopolios tecnológicos y se presenta como una de las luchas políticas más importantes de nuestro siglo.
Fake news, in the sense of lying (the circulation of disinformation) is, of course, nothing new. While it is today typically associated with political propaganda or conspiracy theories such as climate change denial, it is as old as human communication itself, and a seemingly inevitable aspect of public discourse. Falsehoods can be used for numerous ends, from myth to satire to outright deception; the effects of fake news can range from laughter to death (Burkhart JM. Libr Technol Rep 53(8):1–36, 2017, p. 5). One might doubt the utility of a buzzword such as “fake news”, but the phenomena indicated by the term nonetheless constitute a serious challenge to modern notions of the “public sphere” as the space in which commonality is established and maintained. The very idea of the Anthropocene, and the contexts in which it appears, is perhaps one of the best illustrations of the risks involved, as well as of the problematic nature of “fake news” as a concept.In this paper, we briefly review the literature on fake news in order to locate common themes. One of these in particular stands out as central, namely, the perceived threat to liberal democratic institutions and the viability of the very idea of a public sphere on which they rely. We argue that while empirical studies and categorization of actors, motives, effects, and techniques of dissimulation and distortion are useful for understanding the nature of fake news, they tend not to pay careful attention to what is perhaps the greatest challenge, namely, the expansion and consequent reconstitution of the public sphere as a genuine plurality, with all the risks of disintegration that is entailed. We conclude with a proposal, inspired by Steve Fuller, that we acknowledge the post-truth condition as a kind of “fact” of contemporary life in which the most important function of the public sphere is, as Richard Rorty would say, to keep the conversation going. This means that the notion of “fake news” should not be taken at face value, but seen as itself a trope in that discourse. The article ends with a consideration of the fate of the Anthropocene as a scientific term to exemplify this point.
Background
Artificial intelligence (AI) applications have been implemented across all levels of education, with the rapid developments of chatbots and AI language models, like ChatGPT, demonstrating the urgent need to conceptualize the key debates and their implications for a new era of learning and assessment. This adoption occurs in a context where AI is dramatically remapping “the human,” the purposes of schooling, and pedagogy.
Focus of Study
The paper examines how different formulations of “human” became interwoven with the sliding signifier of “intelligence” through a series of violent exclusions, and how the shifting contour of “intelligence” produces uneven and unjust ontological scales undergirding both education and AI fields. Its purpose is to engage the education research community in dialogue about biases, the nature of ethics, and decision-making concerning AI in education.
Research Design
This paper adapts a historical-philosophical method. It traces the effects of colonialism and racialization within humanism’s emergence through Sylvia Wynter’s historiography of “figure of Man,” especially via the invention of “intelligence,” which has linked education and computer science. It also investigates themes central to modern education such as justice, equity, and in/exclusion through a philosophical examination of the ontological scales of “human.”
Conclusions
After outlining how “intelligence” has shifted from reason-as-morality to concepts of natural intelligence, we argue that current examples of AI in Education (AIEd), like classroom chatbots and social agents, constitute an intermediary point in the arc toward a new computational superintelligence—the emergence of man3—illustrating the opportunities, risks, and ethical issues in pedagogical applications based on emotion. We outline three differing visions of AIEd’s future, concluding with a series of provocations (onto-epistemological, practice-based, and purposes of schooling) that exceed such models and that, given rapid innovations in machine learning, require urgent consideration from multiple stakeholders.
Applied informatics have given a plethora of tools that enable mass diplomacy to reach its intended targets. The digital realm allows the insertion of information into internal and external audiences in real-time, promoting a nation's brand. This chapter examines how electronic social networks and other forms of online participation allow for the application of 'soft power' that nevertheless has hard policy goals. The challenges, shortcomings, and enabling effects of applied informatics on mass diplomacy approaches are discussed along with the mention of Chinese and Russian approaches. The utility and the true impact of electronic social networking are discussed, along with the dichotomy of mass diplomacy both enabling access to a nation's internal audience and to its intended external audience targets. The interactivity and level of engagement of the user of applied informatics communication vessels enable the effects of mass diplomacy.
Vivimos dentro de un cada vez más renovado y amplio ecosistema digital, el cual representa un auténtico espacio computacional. Las teorías cibernéticas de mediados del siglo XX están siendo llevadas a la práctica a nivel mundial bajo un absoluto dominio de los sistemas de inteligencia artificial dotados de algoritmos capaces de inferir, predecir, tomar decisiones, manipular, y controlar, tanto a máquinas como a seres humanos. Los diferentes actores propios del capitalismo de la vigilancia y del poder instrumentario se han declarado dueños tanto del vasto territorio digital, como de las posibles conductas futuras de la humanidad. Y esto puede resultar muy peligroso para la democracia.
En sistemas computacionales, los algoritmos son estructuras de Inteligencia Artificial que pueden estar integrados tanto en lógicas de Aprendizaje Automático (machine learning), como en lógicas de Aprendizaje Profundo (deep learning). Si entendemos a los algoritmos como máquinas culturales, y los situamos en el centro de la intersección que se produce entre el espacio computacional, los sistemas culturales y el conocimiento humano, también resulta posible hablar de conocimiento algorítmico y, en última instancia, de sabiduría algorítmica, ensalzando así la complejidad del algoritmo y la propia ambigüedad de los seres humanos. ¿Qué es lo que saben los algoritmos? ¿A dónde nos lleva su sabiduría?
La común forma de clasificar el contenido de la mente humana de acuerdo con la denominada jerarquía del conocimiento supone tener en cuenta que partimos de datos que, debidamente procesados, se convierten en información. La información extraída de los datos sienta las bases del conocimiento que, aplicado según el propio sistema de valores, creencias, actitudes, normas, exigencias y expectativas, permiten alcanzar la sabiduría deseada. Los datos, la información y el conocimiento están orientados al pasado y al presente. La sabiduría se orienta al futuro y, así, se relaciona de manera directa con la modificación de conducta y de comportamientos sociales. Hay que distinguir entre los algoritmos y sus propias formas características de procesamiento y abstracción, por una parte, y los sistemas de extracción de datos que se utilizan para alimentar a los algoritmos, por la otra. Sin datos no hay input al sistema. El algoritmo depende de la extracción de datos para realizar su función. Además, los algoritmos deben efectuar de igual manera su función con diferentes conjuntos de datos. ¿Qué implicaciones supone esta realidad?
En esta ponencia se propone una reflexión fundamentada para realizar un viaje cibernético al interior del algoritmo, y descubrir la sabiduría digital que se esconde tras las enormes galaxias de datos, información, y conocimiento, a fin de afianzar algunas bases que permitan afrontar los nuevos desafíos relacionados con la propiedad de los datos, la manipulación de los datos, y la privacidad personal, bajo la influencia sombría del capitalismo de la vigilancia.
Recent years have seen the strengthening of a discourse that emphasises the virtues of markets, competition and private initiative, vis-à-vis the vices of public intervention in higher education. This volume presents a timely reflection about the effects this increasing marketization has been producing in many higher education systems worldwide. The various chapters of this volume analyse the impact of markets at the system level, with significant attention being devoted to the changes in modes of regulation, the strengthening of aspects such as privatization and inter-institutional competition in higher education systems, and the closer interaction between higher education and its economic environment. Several of the contributors devote attention as well to the implications of market forces for institutional change, notably regarding issues such as mission, organizational structure and governance and the way marketization is affecting the internal distribution of power and the definition of priorities. Finally, the volume includes several chapters focusing on the different markets of higher education, such as the academic labour market, undergraduate and postgraduate education, and research markets. Altogether these chapters provide important insights concerning the many national and institutional contexts in which the marketization of higher education has been taking place around the world.
The article examines how far the key Bologna objective of student mobility has been achieved in Portuguese higher education institutions and the main factors shaping it. It analyzes credit mobility, outgoing and incoming, between Portugal and Europe. Although mobility overall has risen, incoming mobility has grown faster, making Portugal an importer country. Portugal’s attraction power is explained mainly by its location, climate, and leisure opportunities. For outgoing mobility, employability is the main driver, explained by high unemployment and an uncertain home labor market. The main obstacle is financial, so country choice is increasingly based on proximity and living costs. Another important constraint is curricular inflexibility of Portuguese higher education institutions. The findings suggest that mobility in Portugal is far from reflecting Bologna’s policy goals, making the 2020 mobility target of 20% an ideal rather than an achievement.
http://jsi.sagepub.com/content/early/2016/09/17/1028315316669814.abstract
This book outlines a social theory of knowledge for the 21st century. With characteristic subtlety and verve, Steve Fuller deals directly with a world in which it is no longer taken for granted that universities and academics are the best places and people to embody the life of the mind. While Fuller defends academic privilege, he takes very seriously the historic divergences between academics and intellectuals, attending especially to the different features of knowledge production that they value.
'Competence' is a term in ubiquitous use in higher education but how might it be understood? 'The Limits of Competence' takes an uncompromising line, providing a sustained critique of competence as a wholly inadequate notion for higher education. Tacitly, the academic world has held to a traditional idea of academic competence but that rather narrow idea has been recently replaced by another concept, that of operational competence. In this performativity, the key question is not 'what does the student know?' but rather 'what can the student do?' This book urges an alternative and larger view, proposing a third and heretical conception of human being. In short, curricula might actually offer an education for life.