In the last years, artificial intelligence (AI) safety gained international recognition in the light of heterogeneous safety-critical and ethical issues that risk overshadowing the broad beneficial impacts of AI. In this context, the implementation of AI observatory endeavors represents one key research direction. This paper motivates the need for an inherently _transdisciplinary_ AI observatory approach integrating diverse retrospective and counterfactual views. We delineate aims and limitations while providing hands-on-advice utilizing _concrete practical examples_. Distinguishing between unintentionally and intentionally triggered AI risks (...) with diverse socio-psycho-technological impacts, we exemplify a _retrospective descriptive analysis_ followed by a _retrospective counterfactual risk analysis_. Building on these AI observatory tools, we present near-term transdisciplinary guidelines for AI safety. As further contribution, we discuss _differentiated_ and tailored long-term directions through the lens of two disparate modern AI safety paradigms. For simplicity, we refer to these two different paradigms with the terms _artificial stupidity_ (AS) and _eternal creativity_ (EC) respectively. While both AS and EC acknowledge the need for a hybrid cognitive-affective approach to AI safety and overlap with regard to many short-term considerations, they differ fundamentally in the nature of multiple envisaged long-term solution patterns. By compiling relevant underlying _contradistinctions_, we aim to provide _future-oriented_ incentives for constructive dialectics in practical and theoretical AI safety research. (shrink)

This thesis investigates how preservice teachers understand ‘challenging behaviour’ and how this knowledge informs their teaching practice. Challenging behaviour is problematised as a knowledge referent and the epistemic tensions that preservice teachers experience in coming to ‘know’ about challenging behaviour are explored. This is an in-depth, qualitative study that focuses on the experiences, knowledge and knowledge-change of five final-year preservice primary teachers before, during and after their final Professional Experience. Data was gathered via interviews, focus groups, concept maps, document analysis (...) and classroom observations. Foucault’s theories of knowledge comprised the theoretical framework of the study and discourse analysis was used for data analysis. Major conclusions reached were threefold. Firstly, this study embraced the ambiguity and complexity of ‘challenging behaviour’ by avoiding the definitional debate and instead identifying and positing three discourses of challenging behaviour. This approach was found helpful in understanding preservice teachers’ knowledge of the topic. Secondly, it was found that the preservice teachers’ knowledge of challenging behaviour was, at best, ‘confused’ insofar as it was rarely discursively consistent. Thirdly, the types of epistemic processes through which the preservice teachers reconstructed their discursively inconsistent knowledge were theorised as either ‘matching’ or ‘squishing’. These epistemic processes were cast as problematic. Both ‘matching’ and ‘squishing’ demonstrated potential to maintain epistemic equilibrium and so limit possibilities for knowledge expansion and reflective practice. Moreover, in the case of ‘squishing’, this epistemic process was found to generate confusions, which were at times unsupportive of pedagogical decision-making. Two major implications of the research concern teacher education. Firstly, because the preservice teachers’ confusions, pedagogical distress and quandaries around challenging behaviour seemed to stem from discursively inconsistent knowledge, there is a call for teacher education programs to more clearly delineate multiple knowledges of challenging behaviour. Secondly, the preservice teachers’ epistemology was characterised by an overwhelming propensity to perceive a theory/practice divide in their professional knowledge. However, for these preservice teachers, there was not such a polarity to be bridged regarding challenging behaviour. Recasting the theory/practice problem in terms of knowledge showed the preservice teachers were doing a good deal of complex epistemological work ‘in the middle’ of theory and practice. Theory was not considered irrelevant, it was mobilised to make specific pedagogical decisions during practicum. However, understandings of these ‘practical theories’ were fraught with the incoherence and confusions associated with the epistemic practice of ‘squishing’. Thus, although the preservice teachers’ knowledge indicated they were ‘working in the middle’ of theory and practice, they were not doing so with great accuracy or effectiveness. It then is necessary to offer preservice teachers more comprehensive tools to work with and understand ‘knowledge’, rather than ‘theory/practice’. (shrink)

This paper examines a model of decision-making within the context of current and emerging regimes of accountability being proposed and implemented for school systems in a number of jurisdictions. These approaches to accountability typically involve the use of various measurable student learning outcomes as well as other measures of performance to do with teachers and schools in general, often having high-stakes consequences. Given this context of performativity, the paper proposes a model that uses an objective knowledge growth framework, where teachers (...) can engage in their own professional learning through defined structures for solving the problems of their professional practice. The model is both empowering for teachers while being sensitive to the constraints of cultures of performativity. (shrink)