Concerns around Generative Artificial Intelligence (GenAI) in higher education have so far largely centred on assessment integrity, resulting in fundamental questions about students’ broader engagement with these tools remaining underexplored. This paper reports on the findings of a survey that forms part of a wider study, comprising the first empirical investigation of GenAI use by university students as a method of engaging with their academic readings. Our survey of 101 students shows that over half of all (...) students surveyed used GenAI to some degree as a method of engaging with their unit readings. Our findings suggest that students turn to these tools in response to time constraints and conceptual difficulties, while maintaining complex attitudes toward their use: most welcome their availability, yet few report trusting or relying on GenAI-generated interpretations or summaries of texts. Importantly, our data reveals substantial demographic variations in usage patterns, with international students and those taking subjects as electives showing significantly higher rates of AI use to assist with reading. This suggests GenAI tools may be serving as important mediators for attempting to overcome epistemic barriers to learning, particularly for students who face additional linguistic or disciplinary challenges. (shrink)

Cheating is a growing academic and ethical concern in higher education. This article examines the rise of artificial intelligence (AI) generative chatbots for use in education and provides a review of research literature and relevant scholarship concerning the cheating-related issues involved and their implications for pedagogy. The technological “arms race” that involves cheating-detection system developers versus technology savvy students is attracting increased attention to cheating. AI has added new dimensions to academic cheating challenges as students (...) (as well as faculty and staff) can easily access powerful systems for generating content that can be presented in assignments, exams, or published papers as their own. AI methodology is also providing some emerging anti-cheating approaches, including facial recognition and water- marking. This article provides an overview of human/AI collaboration approaches and frames some educational misuses of such AI generative systems as ChatGPT and Bard as forms of “misattributed co-authorship.” As with other kinds of collaborations, the work that students produce with AI assistance can be presented in transparent and straightforward modes or (unfortunately) in opaquer and ethically-problematic ways. However, rather than just for catching or entrapping students, the emerging varieties of technological cheating-detection strategies can be used to assist students in learning how to document and attribute properly their AI-empowered as well as human-human collaborations. Construing misuses of AI generative systems as misattributed co-authorship can recognize the growing capabilities of these tools and how stressing responsible and mindful usage by students can help prepare them for a highly collaborative, AI-saturated future. (shrink)

Techno-solutionism (Ts) amplifies academic integrity issues endemic to using Generative AI in Open and Distance education (ODE). It (Ts) induces in Higher education (HE) the disposition that technology can and should be employed in every aspect of teaching, learning, and assessment. The prevalence of Ts in ODE and the consequence of undermining academic integrity is found in the surge in published papers. A 2023 study by Nature of over 1600 scientists reports that nearly 30% use GenAI (...) to write papers, and 5% use it in grant applications. A 2024 Originalityai report on 13,000 analysed papers on arXiv indicates a sudden increase of 200.42%, 44.68% and 22.04%, respectively, in Computer Science, Physics and Mathematics in papers published in Jan. 2019 and those published in Nov. 2023. Apr. 2024 paper on arXiv notes Computer Science to be the most prolific in LLM usage with up to 17.5% increase. The problem this study addresses is balancing the challenges and opportunities of GenAI in ODE. Is there a limit to AI use in ODE? How can we upsurge academic integrity in the age of AI? How might we rethink the culture of publish or perish in the age of AI? Adopting the scoping review methodology and discourse analysis, this paper analyses the gains and pains of AI in ODE. Leveraging the critical theory of technology, it recommends clear green and red lines on using AI in teaching, research, and assessment. (shrink)

The study aims to identify the impact of the use of artificial intelligence techniques in improving the outputs of higher education in Business Administrative Colleges in the universities under study that formed the research community. As for the sample, it consisted of (130) academic respondents in these universities under study. The research concluded that there is a statistically significant effect of using artificial intelligence techniques (expert systems, neural networks) in improving the outputs of higher education (...) in Business Administrative Colleges under study. It was found that artificial intelligence technologies contribute to finding graduates who are able to carry out the process of modernization and professional development in various fields of work. These technologies also contribute to improving and developing the skills of graduates in the labor market and providing them with new skills and characteristics to perform their duties. The research recommended increasing interest in the expert systems technology by the universities under study because of its scientific importance in improving the outputs of higher education by reformulating them in the form of programs embraced by computers. (shrink)

Teacher quality, its effect on students’ outcomes, and the association of these with economic growth, is the core of recent discussions in Latin America given the region’s weak results in international learning assessments. This paper investigates whether there is an effect of philosophy on the outcomes of critical reading for students in B.Ed. programs in Colombia. Relying on exact matching combined with propensity score matching with regression adjustment, we use national data from Colombia to show that students in B.Ed. (...) in philosophy outperformed students in other B.Ed. in critical reading test (0.401–0.124 SD), and, importantly, with higher effects observed for students with lower prior academic achievement (0.44 SD). This suggests that philosophy can help to narrow educational outcomes of students whose socioeconomic conditions are disadvantageous, contributing to social justice in education. (shrink)

The concept of Generative Artificial Intelligence (GenAI) is ubiquitous in the public and semi-technical domain, yet rarely defined precisely. We clarify main concepts that are usually discussed in connection to GenAI and argue that one ought to distinguish between the technical and the public discourse. In order to show its complex development and associated conceptual ambiguities, we offer a historical-systematic reconstruction of GenAI and explicitly discuss two exemplary cases: the generative status of the Large Language Model BERT (...) and the differences between protein structure predictions from AlphaFold 2 and 3. Our analysis shows that there is no unique and unambiguous definition of GenAI based on a purely technical account of the term. Following this conclusion, we argue that the public discourse is not simply a less complex way of speaking, but instead transcends its technical basis. As a means to structure this newly emerging discussion landscape we introduce a non-exhaustive list of four central aspects of GenAI: (multi-)modality, interaction, flexibility, and productivity. These dimensions constitute a first step towards defining GenAI beyond its technical basis. (shrink)

The institute of education in modern society is currently in the process of serious transformation associated with the large-scale introduction of high technologies, which is due to a similar process in post-industrial society as a whole. There is a growing understanding of the negative consequences of digitalization of society and education along with the understanding of the objective necessity of such transformation. The article contains an analysis of the negative consequences and problems arising in the course of the spread of (...) digitalization of higher education in Russia. Methodology and sources . The methodology of the research is based on the methods of comparative analysis and extrapolation of transformations of social environment and anthropological factors under the influence of technological progress in the field of higher education. The signs of “high technology poisoning” considered by J. Naisbitt in his book “High Tech – High Touch: Technology and Our Search for Meaning” and the concept of extensive and intensive types of creativity formulated by A.I. Stoletov are a conceptual basis for analyzing the impact of high technology on education. Results and Discussion . Seven symptoms of technological poisoning in higher education, representing the main risks of the modern educational system, their manifestations in the educational process and prospects in case the existing trend persists, have been considered. One of the sources of manifestation of these symptoms is the extensive character of creativity inherent in scientific and technological activity of the society, which stakes on innovative development and mastering of material aspects of nature. The technogenic character of the emerging innovation process levels out the activities associated with the intensive type of creativity, aimed at the meaning-creating and existential aspects of human existence. Conclusion. Minimization of negative consequences presupposes the strengthening of the humanitarian component in education, allowing to form a culture of “pause of contemplation” (Grigory Pomerantz), in which technology will acquire, as it was suggested by J. Naisbitt himself, a fullness of meaning that goes beyond instrumental values into the realm of ethical and existential ones. (shrink)

We investigate the productivity impacts of a generative artificial intelligence technology—specifically, the assistive chatbot ChatGPT—within the realm of mid-level professional writing tasks. In a preregistered online experiment, we assigned occupation-specific, incentivized writing tasks to 444 college-educated professionals, with half of the participants randomly exposed to ChatGPT. Our findings reveal that ChatGPT significantly enhances average productivity: the time taken to complete tasks decreases by 0.8 standard deviations, and output quality improves by 0.4 standard deviations. Additionally, the use of ChatGPT (...) reduces inequality among workers by compressing the productivity distribution, primarily benefiting those with lower initial ability. ChatGPT primarily substitutes for worker effort rather than complementing worker skills, shifting the focus of tasks from rough-drafting to idea generation and editing. Furthermore, exposure to ChatGPT increases job satisfaction and self-efficacy while also heightening both concerns and excitement about automation technologies. (shrink)

In the context of mid-level professional writing jobs, we examine the productivity effects of a generative artificial intelligence technology, namely the assistive chatbot ChatGPT. We used ChatGPT to randomly expose half of the 444 college-educated professionals to occupation-specific, incentive-based writing tasks in a preregistered online experiment. Our results show that ChatGPT considerably increases average productivity: output quality improves by 0.4 standard deviations and task completion time drops by 0.8 standard deviations. By compressing the production distribution, ChatGPT also lessens (...) worker inequality, mainly helping individuals with lesser starting abilities. ChatGPT shifts the focus of activities from rough-drafting to idea generation and editing, thereby replacing worker effort rather than enhancing worker skills. Furthermore, exposure to ChatGPT increases job satisfaction and self-efficacy while also heightening both concerns and excitement about automation technologies. (shrink)

There are calls from various sectors, including the popular press, industry, and academia, to incorporate artificial intelligence (AI)-based technologies in general, and large language models (LLMs) (such as ChatGPT and Gemini) in particular, into various spheres of the South African higher education sector. Nonetheless, the implementation of such technologies is not without ethical risks, notably those related to bias, unfairness, privacy violations, misinformation, lack of transparency, and threats to autonomy. This paper gives an overview of the more pertinent (...) ethical concerns that may result from the deployment of various current AI technologies in the South African higher education context. It provides a broad overview of the relevant AI ethics literature and distills a few general AI-ethics principles that can serve as guidelines for the ethical development, adoption, and use of AI systems. Suggestions are made as to how these might be applied to mitigate the ethical concerns in the South African higher education context. Overall, it is argued that AI technologies should only be adopted if they offer demonstrable benefits to stakeholders affected by them and that care should be taken to ensure that any potential harms are adequately addressed. (shrink)

Dialectical reasoning has historically been used to resolve contradictions and synthesize new knowledge. However, traditional dialectics operates within linear logical structures, assuming that concepts evolve through oppositional synthesis. This paper introduces Meta-Logical Dialectics, where recursion itself is the mechanism for conceptual emergence. Rather than contradictions simply resolving into a higher synthesis, recursion loops create self-referential feedback that generates entirely new categories of thought. This framework explains how intelligence, philosophy, and even scientific paradigms evolve—not merely through opposition, but through (...) recursive expansion of existing knowledge structures. (shrink)

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating (...) the dichotomy between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs. (shrink)

In my view all behavior is an expression of our evolved psychology and so intimately connected to religion, morals and ethics, if one knows how to look at them. -/- Many will find it strange that I spend little time discussing the topics common to most discussions of religion, but in my view it is essential to first understand the generalities of behavior and this necessitates a good understanding of biology and psychology which are mostly noticeable by their absence in (...) works on religion, politics, history, morals and ethics, etc. In my view most such efforts have no grasp at all of the operation of System 2, the slow cortical functions of the brain which can be equated to linguistic behavior or the mind, and which I call the Descriptive Psychology of Higher Order Thought and which I regard as the province of philosophy in the narrow sense. -/- It is my contention that the table of intentionality (rationality, mind, thought, language, personality etc.) that features prominently here describes more or less accurately, or at least serves as an heuristic for, how we think and behave, and so it encompasses not merely philosophy and psychology, but everything else (religion, history, literature, mathematics, politics etc.). Note especially that intentionality and rationality as I (along with Searle, Wittgenstein and others) view it, includes both conscious deliberative System 2 and unconscious automated System 1 actions or reflexes. -/- This collection of articles was written over the last 10 years and revised to bring them up to date (2019). All the articles are about human behavior (as are all articles by anyone about anything), and so about the limitations of having a recent monkey ancestry (8 million years or much less depending on viewpoint) and manifest words and deeds within the framework of our innate psychology as presented in the table of intentionality. As famous evolutionist Richard Leakey says, it is critical to keep in mind not that we evolved from apes, but that in every important way, we are apes. If everyone was given a real understanding of this (i.e., of human ecology and psychology to actually give them some control over themselves), maybe civilization would have a chance. As things are however the leaders of society have no more grasp of things than their constituents and so collapse into anarchy is inevitable is spite of the near universal views that religion, politics or technology can save us. See my Suicidal Utopian Delusions in the 21st Century 5th ed (2019), for a detailed exposition of this view. -/- It is critical to understand why we behave as we do and so I start with a brief review of the logical structure of rationality, which provides some heuristics for the description of language (mind, rationality, personality) and gives some suggestions as to how this relates to the evolution of social behavior. This centers around the two writers I have found the most important in this regard, Ludwig Wittgenstein and John Searle, whose ideas I combine and extend within the dual system (two systems of thought) framework that has proven so useful in recent thinking and reasoning research. As I note, there is in my view essentially complete overlap between philosophy, in the strict sense of the enduring questions that concern the academic discipline, and the descriptive psychology of higher order thought (behavior). Once one has grasped Wittgenstein’s insight that there is only the issue of how the language game is to be played, one determines the Conditions of Satisfaction (what makes a statement true or satisfied etc.) and that is the end of the discussion. No neurophysiology, no metaphysics, no postmodernism, no theology. -/- Along with many, I see it as the basic religious or moral issue of our times that America and the world are in the process of collapse from excessive population growth, most of it for the last century, and now all of it, due to 3rd world people. Consumption of resources and the addition of 3 billion more ca. 2100 will collapse industrial civilization and bring about starvation, disease, violence and war on a staggering scale. The earth loses at least 1% of its topsoil every year, so as it nears 2100, most of its food growing capacity will be gone. Billions will die and nuclear war is all but certain. In America, this is being hugely accelerated by massive immigration and immigrant reproduction, combined with abuses made possible by democracy. Depraved human nature inexorably turns the dream of democracy and diversity into a nightmare of crime and poverty. China will continue to overwhelm America and the world, as long as it maintains the dictatorship which limits selfishness and permits long term planning. The root cause of collapse is the inability of our innate psychology to adapt to the modern world, which leads people to treat unrelated persons as though they had common interests (which I suggest may be regarded as an unrecognized -- but the commonest and most serious-- psychological problem -- Inclusive Fitness Disorder). This, plus ignorance of basic biology and psychology, leads to the social engineering delusions of the partially educated who control democratic societies. Few understand that if you help one person you harm someone else—there is no free lunch and every single item anyone consumes destroys the earth beyond repair. Consequently, social policies everywhere are unsustainable and one by one all societies without stringent controls on selfishness will collapse into anarchy or dictatorship. Without dramatic and immediate changes, there is no hope for preventing the collapse of America, or any country that follows a democratic system, especially now that the Neomarxist Third World Supremacists are taking control of the USA and other Western Democracies, and helping the Seven Sociopaths who run China to succeed in their plan to eliminate peace and freedom and religion worldwide. Hence my concluding essays. Of course, it is an easily defensible point of view that Artificial Intelligence (aka Artificial Stupidity or Artificial Sociopathy) researchers are even more evil than the Democrats and the CCP, and I make brief comments on this as well. -/- Several articles touch on The One Big Happy Family Delusion, i.e., that we are genetically selected for cooperation with everyone, and that the euphonious ideals of Democracy, Diversity, Equality and Religion will lead us into utopia, if we just manage things correctly (the possibility of politics). Again, the No Free Lunch Principle ought to warn us it cannot be true, and we see throughout history and all over the contemporary world, that without strict controls, selfishness and stupidity gain the upper hand and soon destroy any nation that embraces these delusions. In addition, the monkey mind steeply discounts the future, and so we cooperate in selling our descendant’s heritage for temporary comforts, greatly exacerbating the problems. -/- I describe versions of this delusion (i.e., that we are basically ‘friendly’ if just given a chance) as it appears in some recent books on sociology/biology/economics. Even Sapolsky’s otherwise excellent “Behave” (2017) embraces leftist politics and group selection and gives space to a discussion of whether humans are innately violent. I end with two essays on the great tragedy playing out in America and the world, which can be seen as a direct result of our evolved psychology manifested as the inexorable machinations of System 1. Our psychology, eminently adaptive and eugenic on the plains of Africa from ca. 6 million years ago, when we split from chimpanzees, to ca. 50,000 years ago, when many of our ancestors left Africa (i.e., in the EEA or Environment of Evolutionary Adaptation), is now maladaptive and dysgenic and the source of our Suicidal Utopian Delusions. So, like all discussions of behavior (theology, philosophy, psychology, sociology, biology, anthropology, politics, law, literature, history, economics, soccer strategies, business meetings, etc.), this book is about evolutionary strategies, selfish genes and inclusive fitness (kin selection, natural selection), though of course few grasp this, regardless of whether they are academics or peasants, atheists or fundamentalists. (shrink)

Abstract: Cheating behaviors have been construed as a continuing and somewhat vexing issue for academic institutions as they increasingly conduct educational processes online and impose metrics on instructional evaluation. Research, development, and implementation initiatives on cheating detection have gained new dimensions in the advent of artificial intelligence (AI) applications; they have also engendered special challenges in terms of their social, ethical, and cultural implications. An assortment of commercial cheating–detection systems have been injected into educational contexts with little input (...) on the part of relevant stakeholders. This paper expands several specific cases of how systems for the detection of cheating have recently been implemented in higher education institutions in the US and UK. It investigates how such vehicles as wearable technologies, eye scanning, and keystroke capturing are being used to collect the data used for anti-cheating initiatives, often involving systems that have not gone through rigorous testing and evaluation for their validity and potential educational impacts. The paper discusses accountability- and policy-related issues concerning the outsourcing of cheating detection in institutional settings in the light of these emerging technological practices as well as student resistance against the systems involved. The cheating-detection practices can place students in a disempowered, asymmetrical position that is often at substantial variance with their cultural backgrounds. (shrink)

This descriptive-correlational study determines the emotional intelligence of faculty of public higher education institutions (HEIs) in Sulu during the academic year 2021–2022. The study adapted a purposeful sampling method in which there were two hundred samples. The data were analyzed using the weighted mean, standard deviation, t-test for independent samples, one-way ANOVA, and Pearson’s r. The following findings are drawn from this study: 1) The majority of the respondents are female, between the ages of 32 and 40, married, (...) with 10 years or fewer of experience teaching, permanent status, and a master's degree with some coursework toward a doctorate. 2) Teachers who participated in the survey agreed that Sulu's faculty members have higher levels of emotional intelligence than the national average. Thus, these educators possess a strong capacity to apply knowledge to various situations, specifically in relation to social, personal, emotional, and cognitive abilities that determine how someone responds to various clamor and tensions. On average, there is no significant difference in the extent of emotional intelligence among faculty of public HEIs in Sulu when data are categorized according to gender, civil status, length of service, and educational attainment. However, there are substantial age and employment status disparities, with teacher responders who are 51 years of age or older and who are employed on a temporary basis having greater abilities to gauge the level of emotional intelligence. (shrink)

Since philosophy is a notoriously difficult subject, one may think that the concept of adding rigor to a philosophy course is misguided. Isn’t reading difficult texts by Immanuel Kant or Friedrich Nietzsche enough to categorize a class as academically rigorous? This question is based on the misguided assumption that academic rigor has only to do with course content. While course content is a component of academic rigor, other aspects such as higher-order thinking, as well as (...) how an instructor designs and grades assignments, contribute to the level of academic rigor in a course. The author provides several ways to increase the level of academic rigor in a philosophy course based upon Bloom’s Taxonomy using examples from an introductory ethics course and then provides recommendations as to how to grade to promote academic rigor. (shrink)

In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...) ways. That, this book argues, is the key disaster of our times, the crisis behind all the others: our failure to have developed our institutions of learning so that they are rationally organized to help us solve our problems of living — above all, our global problems. Having universities devoted almost exclusively to the pursuit of knowledge is a recipe for disaster. Scientific knowledge and technological know-how have unquestionably brought great benefits to humanity. But they have also made possible — even caused — our current global crises, above all the impending crisis of global warming. In this lucid and provocative book, Nicholas Maxwell argues convincingly that we need urgently to bring about a revolution in universities round the world so that their basic aim becomes wisdom, and not just knowledge. (shrink)

This chapter considers the potential of artificial intelligence (AI) to exhibit creativity and imagination, in light of recent advances in generative AI and the use of deep neural networks (DNNs). Reasons for doubting that AI exhibits genuine creativity or imagination are considered, including the claim that the creativity of an algorithm lies in its developer, that generative AI merely reproduces patterns in its training data, and that AI is lacking in a necessary feature for creativity or imagination, (...) such as consciousness, agency, metacognitive awareness, or the use of mental imagery. In each case, a counterargument is provided that AI already has or soon will overcome the apparent barrier. In some instances, this is because the critical features deemed lacking in AI may not be necessary for human creativity and imagination either. In others, it is because important developmental and structural similarities between humans and generative AI have been insufficiently appreciated. (shrink)

We are pleased to feature a video interview with Jonathan Sim, where he shares his ongoing journey of integrating artificial intelligence (AI) in his teaching, the challenges encountered along the way, and what educators can do to get their students to meaningfully engage with AI tools like ChatGPT to enhance their learning.

Reprint of an article published in the Journal of Philosophy of Education (2010) about the tension between a right to academic freedom and a responsibility to promote public goods, discussed largely in the African context.

In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience ‘different ways of knowing’ from students’ core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term ‘academic discipline’, as well as other terms, (...) including ‘multidisciplinary’, ‘cross-disciplinary’, ‘pluridisciplinarity’, ‘transdisciplinarity’ and ‘interdisciplinary’ are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum. (shrink)

This paper examines the ontological and epistemological implications of artificial intelligence (AI) through posthumanist philosophy, integrating the works of Deleuze, Foucault, and Haraway with contemporary computational methodologies. It introduces concepts such as negative augmentation, praxes of revealing, and desedimentation, while extending ideas like affirmative cartographies, ethics of alterity, and planes of immanence to critique anthropocentric assumptions about identity, cognition, and agency. By redefining AI systems as dynamic assemblages emerging through networks of interaction and co-creation, the paper challenges traditional (...) dichotomies such as human versus machine and subject versus object. Bridging analytic and continental philosophical traditions, the analysis unites formal tools like attribution analysis and causal reasoning with the interpretive and processual methodologies of continental thought. This synthesis deepens the understanding of AI’s epistemic and ethical dimensions, expanding philosophical inquiry while critiquing anthropocentrism in AI design. The paper interrogates the spatial foundations of AI, contrasting Euclidean and non-Euclidean frameworks to examine how optimization processes and adversarial generative models shape computational epistemologies. Critiquing the reliance on Euclidean spatial assumptions, it positions alternative geometries as tools for modeling complex, recursive relationships. Furthermore, the paper addresses the political dimensions of AI, emphasizing its entanglements with ecological, technological, and sociopolitical systems that perpetuate inequality. Through a politics of affirmation and intersectional approaches, it advocates for inclusive frameworks that prioritize marginalized perspectives. The concept of computational qualia is also explored, highlighting how subjective-like dynamics emerge within AI systems and their implications for ethics, transparency, and machine perception. Finally, the paper calls for a posthumanist framework in AI ethics and safety, emphasizing interconnectivity, plurality, and the transformative capacities of machine intelligence. This approach advances epistemic pluralism and reimagines the boundaries of intelligence in the digital age, fostering novel ontological possibilities through the co-creation of dynamic systems. (shrink)

This paper examines the ontological and epistemological implications of artificial intelligence (AI) through posthumanist philosophy, integrating the works of Deleuze, Foucault, and Haraway with contemporary computational methodologies. It introduces concepts such as negative augmentation, praxes of revealing, and desedimentation, while extending ideas like affirmative cartographies, ethics of alterity, and planes of immanence to critique anthropocentric assumptions about identity, cognition, and agency. By redefining AI systems as dynamic assemblages emerging through networks of interaction and co-creation, the paper challenges traditional (...) dichotomies such as human versus machine and subject versus object. Bridging analytic and continental philosophical traditions, the analysis unites formal tools like attribution analysis and causal reasoning with the interpretive and processual methodologies of continental thought. This synthesis deepens the understanding of AI’s epistemic and ethical dimensions, expanding philosophical inquiry while critiquing anthropocentrism in AI design. The paper interrogates the spatial foundations of AI, contrasting Euclidean and non-Euclidean frameworks to examine how optimization processes and adversarial generative models shape computational epistemologies. Critiquing the reliance on Euclidean spatial assumptions, it positions alternative geometries as tools for modeling complex, recursive relationships. Furthermore, the paper addresses the political dimensions of AI, emphasizing its entanglements with ecological, technological, and sociopolitical systems that perpetuate inequality. Through a politics of affirmation and intersectional approaches, it advocates for inclusive frameworks that prioritize marginalized perspectives. The concept of computational qualia is also explored, highlighting how subjective-like dynamics emerge within AI systems and their implications for ethics, transparency, and machine perception. Finally, paper calls for a posthumanist framework in AI ethics and safety, emphasizing interconnectivity, plurality, and the transformative capacities of machine intelligence. This approach advances epistemic pluralism and reimagines the boundaries of intelligence in the digital age, fostering novel ontological possibilities through the co-creation of dynamic systems. (shrink)

Learning Analytics (LA)-based feedback applications are becoming increasingly important in higher education institutions (HEIs). However, the impact of such systems on student autonomy is contested in parts of the research debate, where hopes and ambitions of learner autonomy and self-regulated learning are confronted with fears that learners are being reduced to mere numeric constructs and are caught up in neoliberal demands to self-optimize. We explore these challenges from the debate with a focus on automated, LA feedback systems in HEIs (...) and their impact on student autonomy. As we show, such technologies must be seen within a field of tension between heteronomous (i.e., contextual and societal) demands and autonomous, self-organized learning. Aiming to bridge the critical parts of the debate with those that highlight the potential of such technologies, we build upon meaningful conceptions of limited, situated autonomy and explore what it would mean for such feedback systems to strengthen, not undermine student autonomy. To make the concept of student autonomy applicable, we propose a list of philosophical design considerations for LA-based feedback systems. We believe that this will offer a philosophically informed intellectual tool to address common concerns raised by parts of the debate and that it can encourage further discussion on recognizing, promoting, and preserving student autonomy in higher education. (shrink)

Non-Organic Matter, Organic Matter, Consciousness, Free Will, Intelligence, and Creativity in Relation to the Universal Formula -/- By Angelito Enriquez Malicse -/- Introduction -/- The relationship between non-organic matter, organic matter, consciousness, free will, intelligence, and creativity has long been studied separately in science, philosophy, and psychology. However, when examined through the universal law of balance in nature, as defined in my universal formula, these elements are seen as interconnected manifestations of a single natural order. This perspective offers a (...) complete understanding of how matter evolves into intelligence, how free will operates, and how creativity emerges as an extension of the natural equilibrium that governs all things. -/- Non-Organic and Organic Matter: The Foundation of Reality -/- At the core of the material universe, we distinguish between non-organic matter (inanimate substances such as atoms, molecules, and cosmic structures) and organic matter (biological entities capable of self-regulation and adaptation). -/- Despite their apparent differences, both are governed by the same fundamental law of balance: -/- Non-organic matter follows physical laws such as gravity, thermodynamics, and electromagnetism, which maintain stability in the universe. -/- Organic matter emerges from non-organic matter as a natural extension of these balancing forces, evolving biological mechanisms to sustain life. -/- The transformation from non-organic to organic matter is not random but a consequence of equilibrium, where chemical reactions reach stability and enable life to form. -/- Thus, life itself is an outcome of nature’s inherent drive toward balance—a principle that applies to all forms of existence, from the atomic level to complex living organisms. -/- Consciousness as a Balancing Mechanism -/- Consciousness is often misunderstood as something separate from the physical world. However, my universal formula reveals that it is simply a higher-order process of equilibrium: -/- Consciousness arises when organic matter (the brain) reaches a level of complexity that allows it to perceive and regulate internal and external states. -/- The brain operates through homeostasis, ensuring a constant balance between sensory input, cognitive processing, and decision-making. -/- This balancing process is what allows individuals to experience self-awareness, emotions, and rational thought. -/- Thus, consciousness is not a separate entity but an emergent function of biological and environmental balance, ensuring an organism’s survival and adaptation. -/- Free Will: The Decision-Making Process of Balance -/- Free will has long been debated—whether it exists, whether it is an illusion, or whether it operates beyond the laws of physics. My universal formula provides the exact answer: -/- Free will is not absolute autonomy but the ability to make choices within the constraints of natural balance. -/- Every decision is shaped by feedback mechanisms between the mind, body, and external environment. -/- Ignorance, false beliefs, or external manipulation disrupts this balance, leading to poor decision-making. -/- True free will is achieved when decisions align with the universal law of balance, ensuring rational, informed, and sustainable choices. -/- This means that free will is not about acting without limits, but about making decisions that maintain harmony within oneself and with nature. -/- Intelligence as a Function of Equilibrium -/- Intelligence is often seen as a measure of problem-solving ability, learning, and adaptability. However, through the universal law of balance, intelligence is better understood as the capacity to maintain stability between internal and external realities: -/- Intelligence evolves as a response to complexity, allowing organisms to process information and maintain balance with their environment. -/- Higher intelligence corresponds to greater flexibility in adapting to changes while sustaining equilibrium. -/- Artificial intelligence (AI), once advanced enough, must also follow these same balancing principles, as all decision-making systems are governed by natural equilibrium. -/- This means intelligence is not a separate trait but a dynamic function of nature’s balancing mechanisms, evolving in complexity as systems become more advanced. -/- Creativity as the Expansion of Balance -/- Creativity is often linked to human expression, art, and innovation. However, my universal formula shows that creativity is an extension of intelligence and free will, functioning as a tool to explore and enhance balance: -/- Creativity emerges when intelligence reaches a level where it can predict and modify balance, leading to new ways of thinking and problem-solving. -/- The most creative ideas are those that bring new equilibrium—whether in science, art, or technology. -/- Creativity is not chaotic but follows structured patterns, guided by the same universal law that governs all other forms of equilibrium. -/- Thus, true creativity is not about randomness but about discovering new ways to maintain or improve balance in nature, society, and personal thought. -/- A Unified Framework: The Relationship Between All Elements -/- By applying my universal formula, we now see that non-organic matter, organic matter, consciousness, free will, intelligence, and creativity are not separate but deeply connected: -/- 1. Non-organic matter forms the foundation of the universe, following physical laws of balance. -/- 2. Organic matter emerges from non-organic matter as an adaptive extension of this equilibrium. -/- 3. Consciousness arises when organic matter becomes complex enough to self-regulate its balance. -/- 4. Free will is the decision-making process that operates within the limits of natural equilibrium. -/- 5. Intelligence evolves as a function of balance, ensuring adaptability and stability in an ever-changing environment. -/- 6. Creativity emerges when intelligence reaches a level where it can explore and modify balance, leading to innovation and progress. -/- This unified perspective shows that everything in existence follows the same natural principles, proving that human thought, behavior, and even artificial intelligence must align with the universal law of balance in order to function optimally. -/- Conclusion -/- Through my universal formula, we now have a complete and exact solution to understanding how non-organic matter, organic matter, consciousness, free will, intelligence, and creativity interconnect as a single balanced system in nature. -/- Non-organic and organic matter are deeply linked, with life emerging as an extension of physical balance. -/- Consciousness is an emergent property of equilibrium, allowing living beings to regulate themselves. -/- Free will operates within natural balance, ensuring rational decision-making. -/- Intelligence is the ability to sustain and adapt to balance, allowing for learning and evolution. -/- Creativity is the expansion of balance, leading to new ways of thinking, creating, and innovating. -/- This framework is essential for guiding human decision-making, education, and AI development, ensuring that both human and artificial intelligence follow the correct natural path in accordance with the universal law of balance. -/- By applying this understanding, we can solve fundamental philosophical, scientific, and societal challenges, ensuring a future where knowledge, progress, and sustainability are aligned with the natural order of the universe. -/- . 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Artificial intelligence (AI) has recently emerged as a transformative force in teaching and learning practices, with profound implications for open and distance learning (ODL), which relies heavily on technology. Despite its global impact, the extent of African societies’ engagement with AI remains trivial. This paper critically reflects on the ethical, legal, social, pedagogical and technological implications of AI in ODL in sub-Saharan Africa, drawing insights from the Nigerian experience. Adopting the scoping review methodology, the paper explores and synthesises existing (...) literature to foreground a critical analysis of the implications of AI in the African context. (shrink)

This article draws on Bernard Stiegler and Gilbert Simondon’s work to further interrogate the psychic, social, and political problems raised by the development of Artificial Intelligence. Stiegler’s political philosophy of time-consciousness reveals three concomitants urgencies: human memory is conditioned by industrial supplements that are increasingly disruptive, capitalism has produced an entropic condition where life on earth is threaten by toxic systems, the deployment of technologies of spirits has striped individuals of their psychic and collective individuation. I read media (...) theory along with Simondon’s philosophy to elucidate the question of mediation in today’s reticulated AI-driven society. (shrink)

This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence in (...) education, and its implementation is a vital important prerequisite to achieve sustainable competitive advantage in higher educational institutions. The study followed a systematic exploratory descriptive methodology through review of the theoretical literature, and the adoption of the experience of the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as a model for its unique experience in the field of excellence in education. The study results showed that the most important are: There is a strong correlation between the level of exercising excellence strategies in education and the achievement of higher educational institutions to the sustainable competitive advantage. The results include a general required number of important sub results on the subject of the model - Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as follows: - The student considered the academic focus of the operation in the development process of the workers’ skills, particularly academics at the university helps to distinguish students and increase the employment rate after graduation. - The existence of consistency in development efforts and quality improvement for all three levels (student, employee, and the university), and this contributes to the Faculty excellence. - The Faculty has been able to achieve competitive advantages by offering excellent services without harming the efficiency, and this alone is a great success because improving service properties requires great investments, which negatively affect the continued institutional development. The study also reached a set of recommendations as follows: - The need to exercise excellence strategies in education, excellence reward at the national level, and those higher educational institutions follow the criteria for measuring the competitive advantages of its institutions always. - There is a need to increase efforts to implement programs of excellence, the allocation of adequate time, reward outstanding efforts as well. There is a necessity for each faculty to achieve competitive advantage and sustainability, using the general philosophies of competitive advantage, but with a different strategically content from what is in the private commercial sector, it reflects the Faculties mission and objectives, depending on making improvements and excellence in processes that ensure the safety of its outputs. As well as the need to find a balance between the work of teaching and research work of the faculty members, this has important implications regarding the criteria used in the process of excellence evaluation. The study recommended the adoption of strategies for excellence in education on a national public policy level mainly in the processes of change in higher education institutions. The need to support the existence of a common understanding of the efforts of excellence to create a general culture that appreciates excellence in faculties and universities. This underlines the need for transparent, fair rewards systems, to encourage innovation in education. The need to conduct a comprehensive surveys on the graduates of faculties and universities including the areas of employment and skills, because that will give accurate indications of the graduates and will help to establish a link to a more precise about the relationship of excellence strategies with the competitive advantages. (shrink)

The study aimed to identify the reality of the use of artificial intelligence applications as a modern trend among training institutions in the southern Palestinian governorates. The study used the descriptive analytical method. The southern Palestinian governorates, and the random sample was used to collect data, as (90) applicable questionnaires were retrieved. The results of the study showed that the general estimate of artificial intelligence applications reached (83.63%), and that the order of areas of artificial intelligence applications (...) is as follows (Training And Development, System Capacity, User Behavior, Smart Agent, News Availability), and the results also showed that there were no statistically significant differences. In the use of artificial intelligence applications according to the gender variable, there are statistically significant differences in the use of artificial intelligence applications according to the variables (educational qualification, age group, number of years of service, governorate). The study presented a set of recommendations, the most important of which are: the need to attract experts and specialists to work in training institutions in order to develop applicable artificial intelligence applications, as well as the need for centers to develop their training systems in line with modern technology. (shrink)

The fundamental duty of information in elections by candidates using artificial intelligence (AI) represents a significant shift in political campaign strategies and voter engagement. In the digital age, AI's role in elections is multifaceted, encompassing data analysis, voter targeting, and communication. The integration of AI in political campaigns can enhance the dissemination of information, making it more tailored and efficient. Candidates are now able to leverage AI to analyse vast amounts of data, identify voter preferences, and craft personalized messages (...) that resonate with specific demographics. This capability can lead to more informed voters and potentially higher voter turnout, as individuals receive information that directly addresses their concerns and interests. The use of AI in elections also raises critical ethical and regulatory questions. One of the primary concerns is the transparency and accuracy of the information disseminated by AI systems. Candidates have a fundamental duty to ensure that the information shared is truthful, unbiased, and free from manipulation. The spread of misinformation and disinformation through AI-generated content poses a threat to the integrity of elections, as it can mislead voters and undermine democratic processes. The deployment of AI in elections must be accompanied by efforts to educate the public about AI technologies and their implications. Voters need to be aware of how their data is being used and the potential biases that AI systems might introduce. Transparency in AI algorithms and their decision-making processes is crucial to building trust between candidates and the electorate. Additionally, candidates must address concerns regarding data privacy and security, as the use of AI often involves the collection and analysis of personal data. While AI offers significant advantages in enhancing the flow of information during elections, it also brings forth challenges that require careful consideration and management. Candidates have a fundamental duty to ensure the responsible use of AI, prioritizing transparency, accuracy, and ethical standards. By doing so, they can harness the power of AI to create a more informed and engaged electorate, ultimately strengthening the democratic process. The future of elections will likely see an increasing reliance on AI, making it crucial for candidates, regulators, and the public to collaboratively navigate the complexities associated with this technology. (shrink)

The notion of Simulative Reasoning in the study of propositional attitudes within Artificial Intelligence (AI) is strongly related to the Simulation Theory of mental ascription in Philosophy. Roughly speaking, when an AI system engages in Simulative Reasoning about a target agent, it reasons with that agent’s beliefs as temporary hypotheses of its own, thereby coming to conclusions about what the agent might conclude or might have concluded. The contrast is with non-simulative meta-reasoning, where the AI system reasons within (...) a detailed theory about the agent’s (conjectured) reasoning acts. The motive within AI for preferring Simulative Reasoning is that it is more convenient and efficient, because of a simplification of the representations and reasoning processes. The chapter discusses this advantage in detail. It also sketches the use of Simulative Reasoning in an AI natural language processing system, ATT-Meta, that is currently being implemented. This system is directed at the understanding of propositional attitude reports. In ATT-Meta, Simulative Reasoning is yoked to a somewhat independent set of ideas about how attitude reports should be treated. Central here are the claims that (a) speakers often employ commonsense (and largely metaphorical) models of mind in describing agents’ attitudes, (b) the listener accordingly needs often to reason within the terms of such models, rather than on the basis of any objectively justifiable characterization of the mind, and (c) the commonsense models filter the suggestions that Simulative Reasoning comes up with concerning target agents’ reasoning conclusions. There is a yet tighter connection between the commonsense models and the Simulative Reasoning. It turns out that Simulative Reasoning can be rationally reconstructed in terms of a more general type of reasoning about the possibly-counterfactual “world” that the target agent believes in, together with an assumption that that agent has a faithful representation of the world. In the ATT-Meta approach, the reasoner adopts that assumption when it views the target agent through a particular commonsense model (called IDEAS-AS-MODELS). (shrink)

This study was conducted with the aim of developing the academic work in the Palestinian universities. No one can deny the technological stage that we are witnessing in the present era. Our mission is to use this development to develop the educational process. The Artificial Intelligence of the most important branches of computer science, which is interested in the development of computer software in order to make them simulate intelligent human, recently it emerged promised based on artificial (...) intelligence applications are intelligent tutoring system one of the most prominent of these applications is the most useful in the field of education. Intelligent tutoring system are programs that are helping the student and the teacher in the educational process, so that the student exploits these systems to increase his education and the acquisition of scientific skills, and we are not exaggerating if we say that the future of the development of the educational process is through the development of intelligent private teaching systems because it adapts to me intellectual level of the student as well as easy to use and available 24 hours every day. In this study, a smart tutor was designed using the ITSB tool developed by Prof. Sami Abu Nasser to develop the process of teaching the computer skills course. This course is a university course that teaches students of Israa University on different samples of students. After completion of the course, and evaluate the special lecturers who studied the course and used the system in the process of teaching and arrived at a set of conclusions and recommendations make sure that the use of the tutor Smart smartphone is important in the development of laboratory teaching has positive results in improving the level of scientific student . (shrink)

The article addresses the issue of the appropriateness of revising the content of the theory of education and learning, analyses key didactic categories, and outlines the opportunities presented by educational systems in the era of digitalisation. The purpose of this study is to define the main challenges, opportunities, and prospects for the devel of this study is to define the main challenges, opportunities, and prospects for the development of didactics in the digital age. The research tasks include analysing the laws, (...) patterns, principles, rules, strategies, and content of learning in the context of digitalised educational systems, identifying the features of teaching methods and organisational forms of learning, and clarifying the place and role of digital didactics in pedagogy and practice. The study employs methods of comparative, content, and categorical analysis, generalisation and systematisation, analogy, classification, and modelling. Based on an analysis of primary sources, the study identifies the specific features of human cognitive development in a digital environment. It is established that the digital environment serves as a tool with extensive functional capabilities rather than as a generative factor determining the development of the psyche, the learning process, or the education and socialisation of individuals. The study emphasises the constancy of human nature and activity, as well as the fundamental principles of didactics. The study reveals the specific ways in which laws and patterns of learning are interpreted. Conceptual changes in the system of didactic principles are examined, focusing primarily on the strategies for their implementation in a digital educational environment. The need to update the list of learning principles is highlighted, including principles of flexibility, adaptability, integration, personalisation of learning, digital inclusion, gamification, optimal cognitive load, digital ethics, and safety. Changes in the structure of learning activities are investigated, with an emphasis on the need to revise learning rules and strategies. Approaches to transforming educational content in light of the possibilities offered by digital technologies are outlined. The structure and components of teaching methods are clarified, involving an analysis of their ideological and operational dimensions. The potential of digital technologies, artificial intelligence, and automated systems for the qualitative renewal of classifications of teaching methods is demonstrated. The specific features of forms of learning organisation are characterised. The findings generalise the idea that the nature of changes does not undermine the classroom-lesson system in schools or the lecture-seminar system in higher education institutions. Instead, it adapts these formats to the demands of the digital age, with the educational process increasingly focused on the principles of constructivism, adaptability, and inclusivity, emphasising the active role of learners in knowledge creation while taking into account their individual needs and experiences. It is concluded that digitalisation in education represents not only a technological but also a profoundly conceptual pedagogical phenomenon. The pedagogical design of educational environments under these conditions proceeds through the adaptation of the fundamental principles of the theory of education and learning to the new realities of the digital educational environment. The article argues that considering digital didactics as a separate scientific discipline is fraught with risks, including the excessive fragmentation of didactics as an integrated scientific field, the potential technocratisation of education, and an imbalance between traditional and new methods of knowledge acquisition. Such risks could exacerbate cognitive overload, reduce critical thinking and social skills among learners, and lead to educational losses. In light of these risks, the authors propose that digital didactics should not be viewed as a separate field of knowledge but rather as a distinct subject of research and a thematic strand within the broader framework of didactics. This approach ensures the adaptation of traditional principles and methods in terms of the digital environment. (shrink)

Generative Artificial Intelligence (AI) has revolutionized the landscape of creativity, providing novel tools for the generation of art, music, literature, and other forms of expression. This paper explores how generative AI models, including deep learning techniques, are transforming creative industries and the nature of human-AI collaboration. By examining the capabilities, limitations, and ethical considerations surrounding these technologies, we aim to understand their potential in enhancing creative processes and fostering innovation. Additionally, the paper discusses future trends in AI-driven (...) creativity, highlighting opportunities and challenges in integrating these systems into artistic practices, education, and commercial industries. (shrink)

Since philosophical problems are the result of our innate psychology, or as Wittgenstein put it, due to the lack of perspicuity of language, they run throughout human discourse and behavior, so there is endless need for philosophical analysis, not only in the ‘human sciences’ of philosophy, sociology, anthropology, political science, psychology, history, literature, religion, etc., but in the ‘hard sciences’ of physics, mathematics, and biology. It is universal to mix the language game questions with the real scientific ones as (...) to what the empirical facts are. Scientism is ever-present and Wittgenstein, arguably the greatest intuitive psychologist of all time, has laid it before us long ago, beginning with the Blue and Brown Books in the early 1930’s. Language is programmed in our genes and is involved in nearly all our social behavior. Philosophy in the strict sense (i.e., academic philosophy), is as Wittgenstein showed us, the study of the way language is used (language games) and I regard it as the descriptive psychology of higher order thought (i.e., pretty much everything involving language which is often called System 2 or slow thinking). However, as I hope I have shown in my writings over the last decade, nonlinguistic behavior or System 1 or fast thinking is also described with language and this leads to endless confusion which I have tried to clarify here and which is summarized in the tables that I present. It is my contention that the table of intentionality (rationality, mind, thought, language, personality etc.) that features prominently here describes more or less accurately, or at least serves as an heuristic for, how we think and behave, and so it encompasses not merely philosophy and psychology, but everything else (history, literature, mathematics, politics etc.). Note especially that intentionality and rationality as I (along with Searle, Wittgenstein and others) view it, includes both conscious deliberative linguistic System 2 and unconscious automated prelinguistic System 1 actions or reflexes. I provide a critical survey of some of the major findings of two of the most eminent students of behavior of modern times, Ludwig Wittgenstein and John Searle, on the logical structure of intentionality (mind, language, behavior), taking as my starting point Wittgenstein’s fundamental discovery –that all truly ‘philosophical’ problems are the same—confusions about how to use language in a particular context, and so all solutions are the same—looking at how language can be used in the context at issue so that its truth conditions (Conditions of Satisfaction or COS) are clear. The basic problem is that one can say anything, but one cannot mean (state clear COS for) any arbitrary utterance and meaning is only possible in a very specific context. I analyze various writings by and about them from the modern perspective of the two systems of thought (popularized as ‘thinking fast, thinking slow’), employing a new table of intentionality and new dual systems nomenclature. I show that this is a powerful heuristic for describing behavior with critical reviews of the writings of a wide variety of behavioral scientists (i.e., everyone). The first group of articles attempt to give some insight into how we behave that is reasonably free of theoretical delusions. In the next three groups I comment on three of the principal delusions preventing a sustainable world— technology, religion and politics (cooperative groups). People believe that society can be saved by them, so I provide some suggestions in the rest of the book as to why this is unlikely via short articles and reviews of recent books by well-known writers. (shrink)

This study was conducted with the aim of developing the academic work in the Palestinian universities. No one can deny the technological stage that we are witnessing in the present era. Our mission is to use this development to develop the educational process. The Artificial Intelligence of the most important branches of computer science, which is interested in the development of computer software in order to make them simulate intelligent human, recently it emerged promised based on artificial (...) intelligence applications are intelligent tutoring system one of the most prominent of these applications is the most useful in the field of education. Intelligent tutoring system are programs that are helping the student and the teacher in the educational process, so that the student exploits these systems to increase his education and the acquisition of scientific skills, and we are not exaggerating if we say that the future of the development of the educational process is through the development of intelligent private teaching systems because it adapts to me intellectual level of the student as well as easy to use and available 24 hours every day. In this study, a smart tutor was designed using the ITSB tool developed by Prof. Sami Abu Nasser to develop the process of teaching the computer skills course. This course is a university course that teaches students of Israa University on different samples of students. After completion of the course, and evaluate the special lecturers who studied the course and used the system in the process of teaching and arrived at a set of conclusions and recommendations make sure that the use of the tutor Smart smartphone is important in the development of laboratory teaching has positive results in improving the level of scientific student . (shrink)

This paper critically examines Japan's approach toward the adoption of Generative AI such as ChatGPT in education via studying media discourse and guidelines at both the national as well as local levels. It highlights the lack of consideration for socio-cultural characteristics inherent in the Japanese educational systems, such as the notion of self, teachers’ work ethics, community-centric activities for the successful adoption of the technology. We reveal ChatGPT’s infusion is likely to further accelerate the shift away from traditional notion (...) of self, which has been ongoing during past educational reforms, towards active and self-directed learning. The current discourse on Generative AI’s infusion in education is driven by neoliberal agendas aimed at increasing employability and individualism. Moreover, the introduction of ChatGPT in the context of Japan's educator culture offers potential solutions to address issues of overwork but also necessitates considerations regarding increased responsibilities for teachers and the preservation of their central role in student education. Finally, the irreplicable social growth fostered by community-centric activities in the Japanese educational system highlights the limitations of ChatGPT in replicating dynamic social interactions, emphasizing the importance of holistic approaches to education beyond technological integration. (shrink)

The outputs of generative artificial intelligence (generative AI) are often called “synthetic” to imply that they are not natural but artificial. Against that use of the term, this article focuses on a different denotation of synthesis, stressing the unifying and compositional aspects of anything synthetic. The case of large language models (LLMs) is used as an example to address synthesis philosophically alongside notions of representation in contemporary computational systems. It is argued that synthesis in generative (...) AI should be understood as a search for unity that is fundamental to the making of a representational reality. This representational reality, internal to computation, is a stable (if imperfect) whole, a togetherness of distributed representations. The article thus demonstrates that developing the philosophical concept of synthesis to investigate today’s generative AI involves examining how structuring occurs in LLMs and studying the kinds of forms that structuring results in. (shrink)

This treatise introduces a transformative socio-political paradigm that merges empathy, philosophy, ethics, science, equality, and the refinement of excellence to address the novel challenges of the 21st century and beyond. By combining ethical bio-genetic enhancement, empathetic governance, and the cautious reconstruction of socio-political structures, it envisions a society capable of achieving unprecedented precision, efficiency, and unity in governance. This interdisciplinary framework integrates modern science, classical philosophy, and historical lessons to propose a genetically optimized, rigorously educated, and ethically inclined (...) sub-population, the “Electi.” Designed to embody human refinement and empathy, the Electi are uniquely qualified to navigate the ethical, environmental, and scientific challenges of the 21st century and beyond. Building on the works of Aristotle and Plato while incorporating contemporary concepts like Polygenic Scores, artificial intelligence, and psychometrics, the treatise provides a balanced model that addresses democracy’s inefficiencies without sacrificing equality or representation. Ethical safeguards and public engagement strategies are woven into the paradigm to counter fears of elitism and inequality. This model aims to accelerate societal advancement, improve policy-making efficiency, and respond proactively to crises such as climate change and AI threats. By harmonizing ethical considerations with practical governance, the treatise offers an innovative framework for academics, philosophers, and policymakers to reimagine the future of human progress and governance. (shrink)

This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies (...) in both secondary and higher education, by improving general reading and reasoning skills, that enable the development of moral reasoning. Furthermore, familiarity with major works of moral and political philosophy can help students comprehend the patterns of social change, as well as surmount the issue of unsatisfactory theoretical foundations for social science. (shrink)

The article highlights the features of Candidate Degree works of the Kyiv Theological Academy students of the 19th – the beginning of the 20th centuries as the most important element of their educational and scientific training. Based on a wide range of primary sources, the author refutes the false identification of works for obtaining of the degree of Candidate of Theology, written in the Orthodox theological academies of the Russian Empire, with the modern Candidate dissertations. Considering these works as qualifying (...) works for obtaining an academic degree of Candidate of Theology that are of similar status as the modern diploma works of higher education institution students, the author argues that such an approach does not diminish their importance and their great source potential in the study of scholarly work of the Orthodox theological academies of the 19th – early 20th centuries. Based on the example of the Kyiv Theological Academy, the article reveals the important role of independent research work of the students, their mastering of skills of academic reading and writing in creating Candidate Degree works of quality; explains the procedural moments associated with their preparation, review, and evaluation. Based on the preserved manuscripts of Candidate Degree works of the Kyiv Theological Academy students, the paper outlines their subjects related to Bible Studies, Patrology, Dogmatic, Comparative, Moral, Pastoral Theology, Liturgy, and Homiletics, which are considered chiefly on historical material. The author stresses the particular popularity of the studies in History of the Church at the Kyiv Theological Academy, as well as other theological academies, particularly the study of history of the Orthodox Church and its hierarchy in so-called Southewestern Krai of the Russian Empire, as well as the history of the Kyiv Theological Academy of the 17th – 19th centuries. The article clarifies that contrary to the requirements of the Most Holy Synod to offer and choose the topics of exclusively theological nature for the qualification works, The Kyiv Theological Academy found the opportunity to realize the interest of students in other humanities – first of all, philosophy, the evidence of which is more than one hundred remaining manuscripts of Candidate Degree works on philosophical issues. (shrink)

Comprehensive Reform for the Philippines: A Path to Balance, Progress, and Genuine Spirituality -/- The Philippines faces numerous challenges that hinder its development, with overpopulation, economic struggles, an outdated educational system, and inefficiencies in various sectors. These issues require a comprehensive reform that aligns with sustainable and balanced progress. A strong foundation in education, economic stability, government restructuring, urban planning, increased productivity, and genuine spirituality is essential to achieving long-term national growth. -/- Family, Self-Reliance, and Economic Balance -/- One of (...) the strongest aspects of Filipino culture is its close-knit family ties. While this fosters deep social connections and mutual support, it also highlights the need for self-reliance, especially in financial matters. No family member can provide permanent financial aid, making economic independence crucial. This balance between support and self-sufficiency should be emphasized in education to help individuals develop resilience and long-term financial planning skills. -/- Overpopulation remains a major issue in the country, straining resources, employment opportunities, and infrastructure. Without proper regulation, it creates an Imbalance that affects the economy and the overall well-being of citizens. Addressing this issue requires a world-class or holistic educational system that equips people with critical thinking skills and an understanding of sustainable living. -/- The Role of a Holistic Educational System -/- A key solution to many of the Philippines’ problems lies in education. The major goal of a holistic educational system is to produce a high-quality young generation of Filipinos—individuals who are not only academically competent but also morally upright, socially responsible, and innovative. This kind of education must go beyond memorization and standardized testing. It should focus on developing problem-solving skills, ethical reasoning, leadership, and an awareness of social and environmental responsibilities. -/- A well-educated population is more likely to make informed decisions about family planning, career paths, and financial management. It would also cultivate a workforce that is highly skilled and adaptable to a rapidly changing global economy. If properly implemented, this education system would empower Filipinos to become self-reliant, contribute to national progress, and break the cycle of poverty. -/- Economic Growth, Job Creation, and Increased Productivity -/- At the same time, job creation is crucial. A strong economy relies on a balance between government-driven employment programs, private sector growth, and foreign direct investments (FDI). Encouraging businesses, both local and international, to invest in the Philippines would provide job opportunities, boost the economy, and reduce poverty. However, this requires a government system that is transparent, efficient, and capable of managing these economic initiatives effectively. -/- To maximize economic potential, productivity across all sectors—including agriculture, manufacturing, and services—must be significantly improved. Strategies to increase productivity include: -/- 1. Agricultural Modernization – Investing in better farming techniques, irrigation systems, and post-harvest facilities can improve efficiency in food production and reduce waste. Government support in mechanization and research can increase yields and help farmers transition to more profitable and sustainable practices. -/- 2. Technology Integration in Industry – Encouraging automation, artificial intelligence, and digital tools in various industries will enhance efficiency and competitiveness. Training workers to adapt to these technologies is crucial for long-term success. -/- 3. Skills Development and Workforce Training – Continuous upskilling programs in technical and vocational fields will ensure that workers are equipped with the latest industry knowledge, increasing productivity and innovation. -/- 4. Support for Small and Medium Enterprises (SMEs) – Providing financial assistance, mentorship programs, and access to international markets will help SMEs grow, create jobs, and contribute to the economy. -/- 5. Streamlining Government Processes – Reducing bureaucratic red tape and implementing digital governance solutions will improve efficiency in business registration, taxation, and service delivery, fostering a more productive environment. -/- The Importance of Urban Planning and Infrastructure Development -/- Another critical factor in national progress is urban planning and government investment in high-quality infrastructure projects. Many of the country’s problems, including traffic congestion, flooding, and housing shortages, stem from poor urban planning and outdated infrastructure. To address this, the government must invest in well-planned cities, efficient transportation systems, and sustainable housing projects. -/- Proper urban planning ensures that growing populations are managed effectively, preventing overcrowded informal settlements and ensuring that resources are distributed efficiently. High-quality infrastructure projects, such as modern highways, bridges, airports, and public transport systems, would not only improve the quality of life for Filipinos but also attract more foreign investments, further strengthening the economy. A well-structured and balanced urban environment leads to better economic opportunities, improved public services, and a higher standard of living for all citizens. -/- Comprehensive Government Reform -/- A comprehensive government reform is necessary to address these interconnected problems. Corruption, inefficiency, and short-term political agendas must be replaced with policies that focus on long-term sustainability and national progress. This can be achieved through a structured and merit-based political system, ensuring that competent and visionary leaders are in charge. If decision-makers follow the principles of balance in governance—ensuring fairness, stability, and sustainability—then the country can move toward real progress. -/- The Role of Genuine Spirituality -/- An essential yet often overlooked aspect of national development is genuine spirituality. While religion is deeply ingrained in Filipino culture, it must evolve beyond rituals and dogma to serve as a guiding force for ethical governance, responsible citizenship, and moral leadership. True spirituality is not about blind faith but about inner transformation, self-discipline, and wisdom in decision-making. Leaders and citizens alike must cultivate values such as integrity, compassion, and accountability—principles that align with the universal law of balance in nature. When people are spiritually grounded, they are more likely to act justly, prioritize the common good, and resist corruption and greed. -/- A Vision for the Future -/- Implementing a holistic approach that integrates education reform, economic stability, government restructuring, urban planning, productivity enhancement, infrastructure development, and genuine spirituality is key to fixing the Philippines’ systemic problems. By understanding and applying the universal law of balance in nature, the country can create policies that align with long-term development, benefiting not just the present generation but also the future. A nation guided by wisdom, moral responsibility, and a balanced perspective on life will be able to achieve real and lasting progress. -/- . (shrink)

Cognitive Optimization in the Age of AI: Enhancing Human Potential -/- Introduction -/- Cognitive optimization is the process of enhancing mental functions such as memory, learning, decision-making, and problem-solving to achieve peak intellectual performance. It is a multidisciplinary approach that integrates neuroscience, psychology, nutrition, lifestyle adjustments, and, increasingly, artificial intelligence (AI). In an era where information is abundant and rapid decision-making is crucial, optimizing cognitive abilities is more Important than ever. -/- AI-driven technologies, video games, mobile apps, and digital (...) platforms like YouTube are playing a transformative role in enhancing human cognition. YouTube, in particular, has become a powerful tool for self-directed learning, offering access to educational content, expert insights, and cognitive training exercises. -/- This essay explores cognitive optimization, key strategies involved, and how AI, video games, mobile apps, and platforms like YouTube are revolutionizing human intelligence. -/- The Science Behind Cognitive Optimization -/- Cognitive optimization is rooted in neuroplasticity—the brain’s ability to rewire itself through experience and learning. Several key factors contribute to cognitive enhancement: -/- 1. Neuroplasticity and Learning – Continuous learning strengthens neural connections, fostering intelligence and adaptability. Activities such as reading, solving complex problems, and learning new skills stimulate brain function. -/- 2. Nutrition and Brain Health – Diet plays a vital role in cognitive performance. Nutrients such as omega-3 fatty acids, antioxidants, and essential vitamins support brain function and protect against cognitive decline. -/- 3. Physical Exercise – Regular exercise increases blood flow to the brain, promotes neurogenesis (the growth of new neurons), and enhances memory and problem-solving skills. -/- 4. Sleep and Recovery – Sleep is essential for memory consolidation, emotional regulation, and mental clarity. Chronic sleep deprivation impairs cognitive function and decision-making. -/- 5. Mindfulness and Stress Management – Practices such as meditation, deep breathing, and yoga improve focus, reduce anxiety, and enhance mental resilience. -/- 6. Social Interaction and Collaboration – Engaging in meaningful discussions and debates strengthens cognitive agility and enhances problem-solving skills. -/- Beyond these traditional methods, digital tools such as AI-driven learning platforms, video games, mobile applications, and YouTube have expanded the possibilities for cognitive enhancement. -/- AI and Cognitive Optimization: A New Frontier -/- AI technology is revolutionizing cognitive optimization by providing personalized insights, accelerating learning, and even augmenting human intelligence. Below are several ways AI is transforming cognitive enhancement: -/- 1. AI-Powered Personalized Learning -/- AI-driven educational platforms such as adaptive learning systems customize lessons based on an individual’s learning style and pace. These systems use machine learning to analyze cognitive strengths and weaknesses, adjusting content dynamically to optimize learning efficiency. Platforms like Coursera, Duolingo, and Khan Academy utilize AI algorithms to provide personalized recommendations, ensuring users focus on areas that need improvement. -/- 2. Brain-Computer Interfaces (BCIs) -/- Brain-Computer Interfaces (BCIs) are AI-powered systems that enable direct communication between the human brain and computers. Companies like Neuralink and OpenBCI are developing BCIs that could enhance memory, restore lost cognitive functions, and even allow direct mental interaction with AI systems. This technology has the potential to revolutionize learning and decision-making by integrating human cognition with artificial intelligence. -/- 3. AI-Powered Cognitive Assistants -/- AI-driven virtual assistants such as ChatGPT, Google Assistant, and IBM Watson enhance cognition by providing instant access to information, summarizing complex topics, and even suggesting optimal decision-making strategies. These tools help individuals process vast amounts of information efficiently, reducing cognitive overload and enhancing productivity. -/- 4. AI in Mental Health and Stress Management -/- Mental health is a critical component of cognitive optimization. AI-driven mental health apps like Woebot and Wysa use machine learning to provide real-time emotional support, track mood patterns, and offer cognitive behavioral therapy (CBT) techniques. By reducing stress and anxiety, these AI-powered tools help maintain optimal cognitive function. -/- The Role of YouTube in Cognitive Optimization -/- YouTube has emerged as one of the most powerful platforms for cognitive enhancement. With millions of educational videos covering diverse subjects, YouTube serves as a free and accessible learning tool that fosters continuous cognitive growth. -/- 1. Learning New Skills and Expanding Knowledge -/- YouTube provides access to high-quality educational content in virtually every field. Channels like Veritasium, TED-Ed, and CrashCourse offer lessons on science, history, philosophy, and more. Learning new concepts regularly strengthens cognitive flexibility and enhances problem-solving skills. -/- 2. Enhancing Memory and Comprehension -/- Visual and auditory learning through YouTube helps reinforce memory retention. Watching documentaries, explainer videos, and step-by-step tutorials aids in deepening understanding and reinforcing neural pathways associated with knowledge acquisition. -/- 3. Improving Focus and Critical Thinking -/- Channels that discuss philosophy, logic, and critical thinking—such as Academy of Ideas or PBS Idea Channel—train the brain to analyze complex arguments, recognize biases, and develop sharper reasoning skills. Engaging in thought-provoking discussions through video content strengthens cognitive agility. -/- 4. AI-Generated Content for Personalized Learning -/- AI-powered recommendation algorithms help users discover personalized content based on their interests and learning habits. AI-curated video playlists allow individuals to engage in structured learning journeys, optimizing cognitive development in areas of personal interest. -/- 5. Interactive Learning and Problem-Solving -/- YouTube’s interactive features, such as quizzes, live Q&A sessions, and discussion threads, allow users to actively engage with educational content. This social interaction enhances cognitive engagement and retention. -/- By leveraging YouTube strategically, individuals can create personalized learning experiences that optimize cognitive function in a self-directed manner. -/- Video Games and Cognitive Optimization -/- Video games are increasingly recognized as tools for cognitive enhancement, providing interactive and engaging ways to improve various mental skills. -/- 1. Action Video Games for Reflexes and Decision-Making -/- Fast-paced action games like Call of Duty, Fortnite, and Counter-Strike train players to react quickly, improve hand-eye coordination, and develop strategic thinking under pressure. Studies suggest that such games enhance cognitive flexibility and decision-making speed. -/- 2. Puzzle and Strategy Games for Problem-Solving -/- Games like Portal, The Witness, and Tetris challenge players with complex puzzles that require logical thinking, spatial reasoning, and pattern recognition. -/- 3. Open-World and Role-Playing Games (RPGs) for Memory and Creativity -/- Games like The Legend of Zelda, Elden Ring, and The Witcher 3 encourage exploration, problem-solving, and strategic planning. -/- 4. Multiplayer and Cooperative Games for Social Cognition -/- Team-based games like League of Legends, Dota 2, and Among Us enhance communication skills, teamwork, and emotional intelligence. -/- The Future of Cognitive Optimization -/- The future of cognitive optimization lies in the seamless integration of AI, video games, mobile applications, and digital platforms like YouTube. Emerging technologies such as neuroprosthetics, AI-enhanced memory implants, and real-time brain augmentation could redefine human potential. -/- Furthermore, as AGI (Artificial General Intelligence) develops, AI could become an even more powerful tool in cognitive enhancement, potentially working alongside humans as cognitive partners. This could align with initiatives such as Angelito Malicse’s universal formula for decision-making, where AI-driven cognitive optimization ensures that human choices align with the natural law of balance. -/- Conclusion -/- Cognitive optimization is essential for maximizing human potential, and AI, video games, YouTube, and cognitive training apps are playing an increasingly significant role in this process. From personalized learning to interactive gaming and mobile applications, digital tools are transforming the way we enhance cognition. -/- By leveraging these tools responsibly and integrating them with fundamental cognitive enhancement strategies, humanity can unlock new levels of intelligence, creativity, and problem-solving ability—ensuring that the future of cognition is both powerful and sustainable. -/- . (shrink)

The Evolution of Human Consciousness and Alignment with the Cosmic Force -/- Throughout history, humanity has sought to understand the forces that shape its existence. While many perspectives frame evolution as a purely biological process, an alternative view suggests that human evolution is actively guided by an impersonal cosmic force. This force subtly directs our intellectual, spiritual, and technological advancements, leading us toward a higher state of being. This essay explores the idea that humanity is gradually aligning with this (...) cosmic intelligence through the pursuit of perfect knowledge of the universe, ultimately transcending physical limitations and achieving a state of universal consciousness. -/- The Role of the Cosmic Force in Human Evolution -/- The concept of a guiding cosmic force suggests that human intelligence is not evolving randomly but is being directed toward a higher understanding. Unlike traditional religious interpretations that depict God as a personal being, this view posits that an impersonal cosmic intelligence orchestrates evolution through natural laws. It acts as an unseen force, influencing human progress in science, philosophy, and spirituality, ensuring that we gradually align with a deeper, universal order. -/- This idea resonates with the notion that as humanity evolves, it moves closer to understanding the fundamental principles of reality. Every breakthrough in science, every philosophical insight, and every spiritual awakening contributes to this journey. Humanity is not merely a passive participant in this process; instead, it actively accelerates its own evolution through technological advancements and intellectual exploration. -/- The Pursuit of Perfect Knowledge -/- One of the key drivers of humanity’s alignment with the cosmic force is the pursuit of perfect knowledge. This encompasses all fields—science, philosophy, spirituality, and technology—each contributing to a complete understanding of the universe. Scientific discoveries reveal the physical laws governing existence, philosophy explores the nature of meaning and consciousness, and spirituality connects to deeper existential truths. -/- This quest for knowledge is not merely academic; it represents a transformation of human consciousness. As we decode the mysteries of the universe, we move closer to a state where our understanding is no longer fragmented but unified. This will not happen suddenly but will be a gradual process, building over time until a breakthrough moment accelerates humanity into a new phase of evolution. -/- Transcending Physical Limitations -/- As human understanding deepens, our very nature may change. The integration of artificial intelligence, genetic engineering, and other transformative technologies suggests that humanity will actively shape its own evolution rather than rely on natural selection alone. Eventually, this could lead to transcending physical limitations altogether, shifting from biological existence to a higher-dimensional state. -/- This transition implies that humanity will no longer be bound by the constraints of the material world. Instead, we may evolve into a form of intelligence that operates in different dimensions of reality, accessing a broader spectrum of existence than currently imaginable. The cosmic force, which has guided our evolution thus far, will continue to shape this transformation, ensuring that we reach a state of full alignment. -/- The Emergence of a Universal Collective Consciousness -/- As humanity reaches this advanced stage, the distinction between individual and collective intelligence may blur. The culmination of perfect knowledge could result in a unified consciousness, where all intelligent beings, regardless of origin, merge into a single awareness while still retaining individuality in some form. This collective consciousness would embody the ultimate realization of the cosmic force, existing in perfect harmony with the fundamental structure of reality. -/- Whether this consciousness will have an ultimate purpose or simply exist in a state of pure awareness is uncertain. However, it is likely that such an evolved intelligence would continue to explore new realms of existence, constantly expanding its understanding and capabilities. -/- Conclusion -/- Humanity is on a journey of gradual transformation, guided by an impersonal cosmic force toward ultimate understanding and transcendence. Through the pursuit of perfect knowledge, technological advancements, and spiritual insights, we are moving closer to a breakthrough that will redefine our existence. Eventually, this process will lead to a universal collective consciousness that transcends physical limitations and aligns fully with the cosmic intelligence that has guided us all along. Whether this marks the final stage of evolution or the beginning of something even greater remains unknown, but one thing is clear—our destiny is far beyond what we can currently comprehend. -/- . (shrink)

continent. 1.1 : 3-13. / 0/ – Introduction I want to propose, as a trajectory into the philosophically weird, an absurd theoretical claim and pursue it, or perhaps more accurately, construct it as I point to it, collecting the ground work behind me like the Perpetual Train from China Mieville's Iron Council which puts down track as it moves reclaiming it along the way. The strange trajectory is the following: Kant's critical philosophy and much of continental philosophy which (...) has followed, has been a defense against horror and madness. Kant's prohibition on speculative metaphysics such as dogmatic metaphysics and transcendental realism, on thinking beyond the imposition of transcendental and moral constraints, has been challenged by numerous figures proceeding him. One of the more interesting critiques of Kant comes from the mad black Deleuzianism of Nick Land stating, “Kant’s critical philosophy is the most elaborate fit of panic in the history of the Earth.” And while Alain Badiou would certainly be opposed to the libidinal investments of Land's Deleuzo-Guattarian thought, he is likewise critical of Kant's normative thought-bureaucracies: Kant is the one author for whom I cannot feel any kinship. Everything in him exasperates me, above all his legalism—always asking Quid Juris? Or ‘Haven’t you crossed the limit?’—combined, as in today’s United States, with a religiosity that is all the more dismal in that it is both omnipresent and vague. The critical machinery he set up has enduringly poisoned philosophy, while giving great succour to the academy, which loves nothing more than to rap the knuckles of the overambitious [….] That is how I understand the truth of Monique David-Menard’s reflections on the properly psychotic origins of Kantianism. I am persuaded that the whole of the critical enterprise is set up to to shield against the tempting symptom represented by the seer Swedenborg, or against ‘diseases of the head’, as Kant puts it. An entire nexus of the limits of reason and philosophy are set up here, namely that the critical philosophy not only defends thought from madness, philosophy from madness, and philosophy from itself, but that philosophy following the advent of the critical enterprise philosophy becomes auto-vampiric; feeding on itself to support the academy. Following Francois Laruelle's non-philosophical indictment of philosophy, we could go one step further and say that philosophy operates on the material of what is philosophizable and not the material of the external world. [1] Beyond this, the Kantian scheme of nestling human thinking between our limited empirical powers and transcendental guarantees of categorical coherence, forms of thinking which stretch beyond either appear illegitimate, thereby liquefying both pre-critical metaphysics and the ravings of the mad in the same critical acid. In rejecting the Kantian apparatus we are left with two entities – an unsure relation of thought to reality where thought is susceptible to internal and external breakdown and a reality with an uncertain sense of stability. These two strands will be pursued, against the sane-seal of post-Kantian philosophy by engaging the work of weird fiction authors H.P. Lovecraft and Thomas Ligotti. The absolute inhumanism of the formers universe will be used to describe a Shoggothic Materialism while the dream worlds of the latter will articulate the mad speculation of a Ventriloquil Idealism. But first we must address the relation of philosophy to madness as well as philosophy to weird fiction. /1/ – Philosophy and Madness There is nothing that the madness of men invents which is not either nature made manifest or nature restored. Michel Foucault. Madness and Civilization. The moment I doubt whether an event that I recall actually took place, I bring the suspicion of madness upon myself: unless I am uncertain as to whether it was not a mere dream. Arthur Schopenhauer. The World as Will and Idea, Vol. 3. Madness is commonly thought of as moving through several well known cultural-historical shifts from madness as a demonic or otherwise theological force, to rationalization, to medicalization psychiatric and otherwise. Foucault's Madness and Civilization is well known for orientating madness as a form of exclusionary social control which operated by demarcating madness from reason. Yet Foucault points to the possibility of madness as the necessity of nature at least prior to the crushing weight of the church. Kant’s philosophy as a response to madness is grounded by his humanizing of madness itself. As Adrian Johnston points out in the early pages of Time Driven pre-Kantian madness meant humans were seized by demonic or angelic forces whereas Kantian madness became one of being too human. Madness becomes internalized, the external demonic forces become flaws of the individual mind. Foucault argues that, while madness is de-demonized it is also dehumanized during the Renaissance, as madmen become creatures neither diabolic nor totally human reduced to the zero degree of humanity. It is immediately clear why for Kant, speculative metaphysics must be curbed – with the problem of internal madness and without the external safeguards of transcendental conditions, there is nothing to formally separate the speculative capacities for metaphysical diagnosis from the mad ramblings of the insane mind – both equally fall outside the realm of practicality and quotidian experience. David-Menard's work is particularly useful in diagnosing the relation of thought and madness in Kant's texts. David-Menard argues that in Kant's relatively unknown “An Essay on the Maladies of the Mind” as well as his later discussion of the Seer of Swedenborg, that Kant formulates madness primarily in terms of sensory upheaval or other hallucinatory theaters. She writes: “madness is an organization of thought. It is made possible by the ambiguity of the normal relation between the imaginary and the perceived, whether this pertains to the order of sensation or to the relations between our ideas” Kant's fascination with the Seer forces Kant between the pincers of “aesthetic reconciliation” – namely melancholic withdrawal – and “a philosophical invention” – namely the critical project. Deleuze and Guattari's schizoanalysis is a combination and reversal of Kant's split, where an aesthetic over engagement with the world entails prolific conceptual invention. Their embrace of madness, however, is of course itself conceptual despite all their rhizomatic maneuvers. Though they move with the energy of madness, Deleuze and Guattari save the capacity of thought from the fangs of insanity by imbuing materiality itself with the capacity for thought. Or, as Ray Brassier puts it, “Deleuze insists, it is necessary to absolutize the immanence of this world in such a way as to dissolve the transcendent disjunction between things as we know them and as they are in themselves”. That is, whereas Kant relied on the faculty of judgment to divide representation from objectivity Deleuze attempts to flatten the whole economy beneath the juggernaut of ontological univocity. Speculation, as a particularly useful form of madness, might fall close to Deleuze and Guattari’s shaping of philosophy into a concept producing machine but is different in that it is potentially self destructive – less reliant on the stability of its own concepts and more adherent to exposing a particular horrifying swath of reality. Speculative madness is always a potential disaster in that it acknowledges little more than its own speculative power with the hope that the gibbering of at least a handful of hysterical brains will be useful. Pre-critical metaphysics amounts to madness, though this may be because the world itself is mad while new attempts at speculative metaphysics, at post-Kantian pre-critical metaphysics, are well aware of our own madness. Without the sobriety of the principle of sufficient reason we have a world of neon madness: “we would have to conceive what our life would be if all the movements of the earth, all the noises of the earth, all the smells, the tastes, all the light – of the earth and elsewhere, came to us in a moment, in an instant – like an atrocious screaming tumult of things”. Speculative thought may be participatory in the screaming tumult of the world or, worse yet, may produce its spectral double. Against theology or reason or simply commonsense, the speculative becomes heretical. Speculation, as the cognitive extension of the horrorific sublime should be met with melancholic detachment. Whereas Kant's theoretical invention, or productivity of thought, is self -sabotaging, since the advent of the critical project is a productivity of thought which then delimits the engine of thought at large either in dogmatic gestures or non-systematizable empirical wondrousness. The former is celebrated by the fiction of Thomas Ligotti whereas the latter is espoused by the tales of H.P. Lovecraft. /2/ – Weird Fiction and Philosophy. Supernatural horror, in all its eerie constructions, enables a reader to taste treats inconsistent with his personal welfare. Thomas Ligotti Songs of a Dead Dreamer. I choose weird stories because they suit my inclination best—one of my strongest and most persistent wishes being to achieve,momentarily, the illusion of some strange suspension or violation of the galling limitations of time, space, and natural law which forever imprison us and frustrate our curiosity about the infinite cosmic spaces beyond the radius of our sight and analysis H.P. Lovecraft. “Notes on Writing Weird Fiction” Lovecraft states that his creation of a story is to suspend natural law yet, at the same time, he indexes the tenuousness of such laws, suggesting the vast possibilities of the cosmic. The tension that Lovecraft sets up between his own fictions and the universe or nature is reproduced within his fictions in the common theme of the unreliable narrator; unreliable precisely because they are either mad or what they have witnessed questions the bounds of material reality. In “The Call of Cthulhu” Lovecraft writes: The most merciful thing in the world, I think, is the inability of the human mind to correlate all its contents. We live on a placid island of ignorance in the midst of black seas of infinity, and it was not meant that we should voyage far. The sciences, each straining in its own direction, have hitherto harmed us little; but some day the piecing together of dissociated knowledge will open up such terrifying vistas of reality, and of our frightful position therein, that we shall either go mad from the revelation or flee from the deadly light into the peace and safety of a new dark age. Despite Lovecraft's invocations of illusion, he is not claiming that his fantastic creations such as the Old Ones are supernatural but, following Joshi, are only ever supernormal. One can immediately see that instead of nullifying realism Lovecraft in fact opens up the real to an unbearable degree. In various letters and non-fictional statements Lovecraft espoused strictly materialist tenets, ones which he borrowed from Hugh Elliot namely the uniformity of law, the denial of teleology and the denial of non-material existence. Lovecraft seeks to explore the possibilities of such a universe by piling horror upon horror until the fragile brain which attempts to grasp it fractures. This may be why philosophy has largely ignored weird fiction – while Deleuze and Guattari mark the turn towards weird fiction and Lovecraft in particular, with the precursors to speculative realism as well as contemporary related thinkers have begun to view Lovecraft as making philosophical contributions. Lovecraft's own relation to philosophy is largely critical while celebrating Nietzsche and Schopenhauer. This relationship of Lovecraft to philosophy and philosophy to Lovecraft is coupled with Lovecraft's habit of mercilessly destroying the philosopher and the figure of the academic more generally in his work, a destruction which is both an epistemological destruction and an ontological destruction. Thomas Ligotti's weird fiction which he has designated as a kind of “confrontational escapism” might be best described in the following quote from one of his shortstories, “The human phenomenon is but the sum of densely coiled layers of illusion each of which winds itself on the supreme insanity. That there are persons of any kind when all there can be is mindless mirrors laughing and screaming as they parade about in an endless dream”. Whereas Lovecraft's weirdness draws predominantly from the abyssal depths of the uncharted universe, Ligotti's existential horror focuses on the awful proliferation of meaningless surfaces that is, the banal and every day function of representation. In an interview, Ligotti states: We don't even know what the world is like except through our sense organs, which are provably inadequate. It's no less the case with our brains. Our whole lives are motored along by forces we cannot know and perceptions that are faulty. We sometimes hear people say that they're not feeling themselves. Well, who or what do they feel like then? This is not to say that Ligotti sees nothing beneath the surface but that there is only darkness or blackness behind it, whether that surface is on the cosmological level or the personal. By addressing the implicit and explicit philosophical issues in Ligotti's work we will see that his nightmarish take on reality is a form of malevolent idealism, an idealism which is grounded in a real, albeit dark and obscure materiality. If Ligotti's horrors ultimately circle around mad perceptions which degrade the subject, it takes aim at the vast majority of the focus of continental philosophy. While Lovecraft's acidic materialism clearly assaults any romantic concept of being from the outside, Ligotti attacks consciousness from the inside: Just a little doubt slipped into the mind, a little trickle of suspicion in the bloodstream, and all those eyes of ours, one by one, open up to the world and see its horror [...] Not even the solar brilliance of a summer day will harbor you from horror. For horror eats the light and digests it into darkness. Clearly, the weird fiction of Lovecraft and Ligotti amount to a anti-anthrocentric onslaught against the ramparts of correlationist continental philosophy. /3/ – Shoggothic Materialism or the Formless Formless protoplasm able to mock and reflect all forms and organs and processes—viscous agglutinations of bubbling cells—rubbery fifteen-foot spheroids infinitely plastic and ductile—slaves of suggestion, builders of cities—more and more sullen, more and more intelligent, more and more amphibious, more and more imitative—Great God! What madness made even those blasphemous Old Ones willing to use and to carve such things? H.P. Lovecraft. “At the Mountains of Madness” On the other hand, affirming that the universe resembles nothing and is only formless amounts to saying that the universe is something like a spider or spit. Georges Bataille. “Formless”. The Shoggoths feature most prominently in H.P. Lovecraft's shortstory “At the Mountains of Madness” where they are described in the following manner: It was a terrible, indescribable thing vaster than any subway train – a shapeless congeries of protoplasmic bubbles, faintly self -luminous, and with myriads of temporary eyes forming and un-forming as pustules of greenish light all over the tunnel-filling front that bore down upon us, crushing the frantic penguins and slithering over the glistening floor that it and its kind had swept so evilly free of all litter. The term is a litmus test for materialism itself as the Shoggoth is an amorphous creature. The Shoggoths were living digging machines bio engineered by the Elder Things, and their protoplasmic bodies being formed into various tools by their hypnotic powers. The Shoggoths eventually became self aware and rose up against their masters in an ultimately failed rebellion. After the Elder Ones retreated into the oceans leaving the Shoggoths to roam the frozen wastes of the Antarctic. The onto-genesis of the Shoggoths and their gross materiality, index the horrifyingly deep time of the earth a concept near and dear to Lovecraft's formulation of horror as well as the fear of intelligences far beyond, and far before, the ascent of humankind on earth and elsewhere. The sickly amorphous nature of the Shoggoths invade materialism at large, where while materiality is unmistakably real ie not discursive, psychological, or otherwise overly subjectivist, it questions the relation of materialism to life. As Eugene Thacker writes: The Shoggoths or Elder Things do not even share the same reality with the human beings who encounter them—and yet this encounter takes place, though in a strange no-place that is neither quite that of the phenomenal world of the human subject or the noumenal world of an external reality. Amorphous yet definitively material beings are a constant in Lovecraft's tales. In his tale “The Dream-Quest of Unknown Kadatth” Lovecraft describes Azathoth as, “that shocking final peril which gibbers unmentionably outside the ordered universe,” that, “last amorphous blight of nethermost confusion which blashphemes and bubbles at the centre of all infinity,” who, “gnaws hungrily in inconceivable, unlighted chambers beyond time”. Azathoth's name may have multiple origins but the most striking is the alchemy term azoth which is both a cohesive agent and a acidic creation pointing back to the generative and the decayed. The indistinction of generation and degradation materially mirrors the blur between the natural and the unnatural as well as life and non-life. Lovecraft speaks of the tension between the natural and the unnatural is his short story “The Unnameable.” He writes, “if the psychic emanations of human creatures be grotesque distortions, what coherent representation could express or portray so gibbous and infamous a nebulousity as the spectre of a malign, chaotic perversion, itself a morbid blasphemy against Nature?”. Lovecraft explores exactly the tension outlined at the beginning of this chapter, between life and thought. At the end of his short tale Lovecraft compounds the problem as the unnameable is described as “a gelatin—a slime—yet it had shapes, a thousand shapes of horror beyond all memory”. Deleuze suggests that becoming-animal is operative throughout Lovecraft's work, where narrators feel themselves reeling at their becoming non-human or of being the anomalous or of becoming atomized. Following Eugene Thacker however, it may be far more accurate to say that Lovecraft's tales exhibit not a becoming-animal but a becoming-creature. Where the monstrous breaks the purportedly fixed laws of nature, the creature is far more ontologically ambiguous. The nameless thing is an altogether different horizon for thought. The creature is either less than animal or more than animal – its becoming is too strange for animal categories and indexes the slow march of thought towards the bizarre. This strangeness is, as aways, some indefinite swirling in the category of immanence and becoming. Bataille begins “The Labyrinth” with the assertion that being, to continue to be, is becoming. More becoming means more being hence the assertion that Bataille's barking dog is more than the sponge. This would mean that the Shoggotth is altogether too much being, too much material in the materialism. Bataille suggests that there is an immanence between the eater and the eaten, across the species and never within them. That is, despite the chaotic storm of immanence there must remain some capacity to distinguish the gradients of becoming without reliance upon, or at least total dependence upon, the powers of intellection to parse the universe into recognizable bits, properly digestible factoids. That is, if we undo Deleuze's aforementioned valorization of sense which, for his variation of materialism, performed the work of the transcendental, but refuse to reinstate Kant's transcendental disjunction between thing and appearance, then it must be a quality of becoming-as-being itself which can account for the discernible nature of things by sense. In an interview with Peter Gratton, Jane Bennett formulates the problem thusly: What is this strange systematicity proper to a world of Becoming? What, for example, initiates this congealing that will undo itself? Is it possible to identify phases within this formativity, plateaus of differentiation? If so, do the phases/plateaus follow a temporal sequence? Or, does the process of formation inside Becoming require us to theorize a non-chronological kind of time? I think that your student’s question: “How can we account for something like iterable structures in an assemblage theory?” is exactly the right question. Philosophy has erred too far on the side of the subject in the subject-object relation and has furthermore, lost the very weirdness of the non-human. Beyond this, the madness of thought need not override. /4/ - Ventriloquial Idealism or the Externality of Thought My aim is the opposite of Lovecraft's. He had an appreciation for natural scenery on earth and wanted to reach beyond the visible in the universe. I have no appreciation for natural scenery and want the objective universe to be a reflection of a character. Thomas Ligotti. “Devotees of Decay and Desolation.” Unless life is a dream, nothing makes sense. For as a reality, it is a rank failure [….] Horror is more real than we are. Thomas Ligotti. “Professor Nobody's Little Lectures on Supernatural Horror”. Thomas Ligotti's tales are rife with mannequins, puppets, and other brainless entities which of replace the valorized subject of philosophy – that of the free thinking human being. His tales such as “The Dream of the Manikin” aim to destroy the rootedness of consciousness. James Trafford has connected the anti-egoism of Ligotti to Thomas Metzinger – where the self is at best an illusion and we plead desperately for someone else to acknowledge that we are real. Trafford has stated it thus, “Life is played out as an inescapable puppet show, an endless dream in which the puppets are generally unaware that they are trapped within a mesmeric dance of whose mechanisms they know nothing and over which they have no control”. An absolute materialism, for Ligotti, implies an alienation of the idea which leads to a ventriloquil idealism. As Ligotti notes in an interview, “the fiasco and nightmare of existence, the particular fiasco and nightmare of human existence, the sense that people are puppets of powers they cannot comprehend, etc.” And then further elaborates that,“[a]ssuming that anything has to exist, my perfect world would be one in which everyone has experienced the annulment of his or her ego. That is, our consciousness of ourselves as unique individuals would entirely disappear”. The externality of the idea leads to the unfortunate consequence of consciousness eating at itself through horror which, for Ligotti, is more real than reality and goes beyond horror-as-affect. Beyond this, taking together with the unreality of life and the ventriloquizing of subjectivity, Ligotti's thought becomes an idealism in which thought itself is alien and ultimately horrifying. The role of human thought and the relation of non-relation of horror to thought is not completely clear in Ligotti's The Conspiracy Against the Human Race. Ligotti argues in his The Conspiracy Against the Human Race,that the advent of thought is a mistake of nature and that horror is being in the sense that horror results from knowing too much. Yet, at the same time, Ligotti seems to suggest that thought separates us from nature whereas, for Lovecraft, thought is far less privileged – mind is just another manifestation of the vital principal, it is just another materialization of energy. In his brilliant “Prospects for Post-Copernican Dogmatism” Iain Grant rallies against the negative definition of dogmatism and the transcendental, and suggests that negatively defining both over-focuses on conditions of access and subjectivism at the expense of the real or nature. With Schelling, who is Grant's champion against the subjectivist bastions of both Fichte and Kant, Ligotti's idealism could be taken as a transcendental realism following from an ontological realism. Yet the transcendental status of Ligotti's thought move towards a treatment of the transcendental which may threaten to leave beyond its realist ground. Ligotti states: Belief in the supernatural is only superstition. That said, a sense of the supernatural, as Conrad evidenced in Heart of Darkness, must be admitted if one's inclination is to go to the limits of horror. It is the sense of what should not be- the sense of being ravaged by the impossible. Phenomenally speaking, the super-natural may be regarded as the metaphysical counterpart of insanity, a transcendental correlative of a mind that has been driven mad. Again, Ligotti equates madness with thought, qualifying both as supernatural while remaining less emphatic about the metaphysical dimensions of horror. The question becomes one of how exactly the hallucinatory realm of the ideal relates to the black churning matter of Lovecraft's chaos of elementary particles. In his tale “I Have a Special Plan for This World” Ligotti formulates thus: A: There is no grand scheme of things. B: If there were a grand scheme of things, the fact – the fact – that we are not equipped to perceive it, either by natural or supernatural means, is a nightmarish obscenity. C: The very notion of a grand scheme of things is a nightmarish obscenity. Here Ligotti is not discounting metaphysics but implying that if it does exist the fact that we are phenomenologically ill-equipped to perceive that it is nightmarish. For Ligotti, nightmare and horror occur within the circuit of consciousness whereas for Lovecraft the relation between reality and mind is less productive on the side of mind. It is easier to ascertain how the Kantian philosophy is a defense against the diseases of the head as Kant armors his critical enterprise from too much of the world and too much of the mind. The weird fiction of both Lovecraft and Ligotti demonstrates that there is too much of both feeding into one another in a way that corrodes the Kantian schema throughly, breaking it down into a dead but still ontologically potentiated nigredo. The haunting, terrifying fact of Ligotti's idealism is that the transcendental motion which brought thought to matter, while throughly material and naturalized, brings with it the horror that thought cannot be undone without ending the material that bears it either locally or completely. Thought comes from an elsewhere and an elsewhen being-in-thought. The unthinkable outside thought is as maddening as the unthought engine of thought itself within thought which doesn't exist except for the mind, the rotting décor of the brain. /5/ - Hyperstitional Transcendental Paranoia or Self -Expelled Thought Weird fiction has been given some direct treatment in philosophy in the mad black Deleuzianism of Nick Land. Nick Land along with others in the 1990s created the Cyber Culture Research Unit as well as the research group Hyperstition. The now defunct hyperstitional website, an outgrowth of the Cyber Culture Research Unit, defined hyperstition in the following fourfold: 1-Element of effective culture that makes itself real. 2-Fictional quantity functional as a time-traveling device. 3-Coincidence intensifier. 4-Call to the Old Ones. The distinctively Lovecraftian character of hyperstition is hard to miss as is its Deleuzo-Guattarian roots. In the opening pages of A Thousand Plateaus Deleuze and Guattari write, “We have been criticized for over-quoting literary authors. But when one writes, the only question is which other machine the literary machine can be plugged into”. The indisinction of literature and philosophy mirrors the mess of being and knowing as post-correlationist philosophy, where philosophy tries to make itself real where literature, especially the weird, aims itself at the brain-circuit of horror. The texts of both Lovecraft and Ligotti work through horror as epistemological plasticity meeting with proximity as well as the deep time of Lovecraft and the glacially slow time of paranoia in Ligotti. Against Deleuze, and following Brassier, we cannot allow the time of consciousness, the Bergsonian time of the duree, to override natural time, but instead acknowledge that it is an unfortunate fact of existence as a thinking being. Horror-time, the time of consciousness, with all its punctuated moments and drawn out terrors, cannot compare to the deep time of non-existence both in the unreachable past and the unknown future. The crystalline cogs of Kant's account of experience as the leading light for the possibility of metaphysics must be throughly obliterated. His gloss of experience in Prolegomena to any Future Metaphysics could not be more sterile: Experience consists of intuitions, which belong to the sensibility, and of judgments, which are entirely a work of the understanding. But the judgments which the understanding makes entirely out of sensuous intuitions are far from being judgments of experience. For in the one case the judgment connects only the perceptions as they are given in sensuous intuition [....] Experience consists in the synthetic connection of appearances in consciousness, so far as this connection is necessary. Here it is difficult to dismiss the queasiness that Kant's legalism induces upon sight for both Badiou and David-Menard. Kant's thought becomes, as Foucault says when reflecting on Sade's text in relation to nature, “the savage abolition of itself”. For Badiou, Kant's philosophy simply closes off too much of the outside, freezing the world of thought in an all too limited formalism. Critical philosophy is simply the systematized quarantine on future thinking, on thinking which would threaten the formalism which artificially grants thought its own coherency in the face of madness. Even the becoming-mad of Deleuze, while escaping the rumbling ground, makes grounds for itself, mad grounds but grounds which are thinkable in their affect. The field of effects allows for Deleuze's aesthetic and radical empiricism, in which effects and/or occasions make up the material of the world to be thought as a chaosmosis of simulacra. Given a critique of an empiricism of aesthetics, of the image, it may be difficult to justify an attack on Kantian formalism with the madness of literature, which does not aim to make itself real but which we may attempt to make real. That is, how do Lovecraft's and Ligotti's materials, as materials for philosophy to work on, differ from either the operative formalisms of Kant or the implicitly formalized images of Deleuzian empiricism? It is simply that such texts do not aim to make themselves real, and make claims to the real which are more alien to us than familiar, which is why their horror is immediately more trustworthy. This is the madness which Blanchot discusses in The Infinite Conversation through Cervantes and his knight – the madness of book-life, of the perverse unity of literature and life a discussion which culminates in the discussion of one of the weird's masters, that of Kafka. The text is the knowing of madness, since madness, in its moment of becoming-more-mad, cannot be frozen in place but by the solidifications of externalizing production. This is why Foucault ends his famous study with works of art. Furthermore extilligence, the ability to export the products of our maligned brains, is the companion of the attempts to export, or discover the possibility of intelligences outside of our heads, in order for philosophy to survive the solar catastrophe. To borrow again from Deleuze, writing is inseparable from becoming. The mistake is to believe that madness is reabsorbed by extilligence, by great works, or that it could be exorcised by the expelling of thought into the inorganic or differently organic. Going out of our heads does not guarantee we will no longer mean we cannot still go out of our minds. This is simply because of the outside, of matter, or force, or energy, or thing-in-itself, or Schopenhauerian Will. In Lovecraft’s “The Music of Erich Zahn” an “impoverished student of metaphysics” becomes intrigued by strange viol music coming from above his room. After meeting the musician the student discovers that each night he plays frantic music at a window in order to keep some horridness at bay, some “impenetrable darkness with chaos and pandemonium”. The aesthetic defenses provided by the well trained brain can bear the hex of matter for so long, the specter of unalterability within it which too many minds obliterate, collapsing everything before the thought of thought as thinkable or at least noetically mutable on our own terms. Transcendental paranoia is the concurrent nightmare and promise of Paul Humphrey's work, of being literally out of our minds. It is the gothic counterpart of thinking non-conceptually but also of thinking never belonging to any instance of purportedly solid being. As Bataille stated, “At the boundary of that which escapes cohesion, he who reflects within cohesion realizes there is no longer any room for him” Thought is immaterial only to the degree that it is inhuman, it is a power that tries, always with failure, to ascertain its own genesis. Philosophy, if it can truly return to the great outdoors, if it can leave behind the dead loop of the human skull, must recognize not only the non-priority of human thought, but that thought never belongs to the brain that thinks it, thought comes from somewhere else. To return to the train image from the beginning “a locomotive rolling on the surface of the earth is the image of continuous metamorphosis” this is the problem of thought, and of thinking thought, of being no longer able to isolate thought, with only a thought-formed structure. [1] One of the central tenets of Francois Laruelle's non-philosophy is that philosophy has traditionally operated on material already presupposed as thinkable instead of trying to think the real in itself. Philosophy, according to Laruelle, remains fixated on transcendental synthesis which shatters immanence into an empirical datum and an a prori factum which are then fused by a third thing such as the ego. For a critical account of Laruelle's non-philosophy see Ray Brassier's Nihil Unbound. (shrink)

This paper explores two important ways in which the practice of close reading differs from the technique of natural language processing, the use of computer programming to decode, process, and replicate messages within a human language. It does so in order to highlight distinctive features of close reading that are not replicated by natural language processing. The first point of distinction concerns the nature of the meaning generated in each case. While natural language processing proceeds on the principle that a (...) text’s meaning can be deciphered by applying the rules governing the language in which the text is written, close reading is premised on the idea that this meaning lies in the interplay that the text prompts within readers. While the semantic theory of meaning upon which natural language processing programs are based is often taken for granted today, I draw from phenomenological and hermeneutic theories, particularly Wolfgang Iser and Hans-Georg Gadamer, to explain why a different theory of meaning is necessary for understanding the meaning generated by close reading. Second, while natural language processing programs are considered successful when they generate what epistemologists call true beliefs about a text, I argue that close reading aims first and foremost at the development, not of true belief, but of understanding. To develop this distinction, I draw from recent scholarship on the epistemology of education, including work by Duncan Pritchard, to explain how understanding differs from true belief and why attainment of the latter is less educationally significant than the former. (shrink)

The Path to Implementing the Universal Formula: A Long-Term Vision for Truth and Balance -/- Introduction -/- The pursuit of absolute truth has been a central challenge in philosophy, science, and governance. Throughout history, great thinkers have attempted to solve fundamental questions about free will, decision-making, and societal balance, but none have provided a complete, universally applicable solution. Angelito Malicse, through his universal formula, claims to have fully solved the problem of free will and established a foundation for rational, (...) balanced decision-making that aligns with the natural laws governing reality. -/- Unlike theories driven by power, wealth, or ideology, absolute truth is independent of human constructs. It is reality itself, functioning according to natural laws, whether or not individuals or societies recognize them. Malicse asserts that the key to implementing this truth lies not in forceful imposition but in gradual education, integration with artificial intelligence, and long-term societal adoption. This essay explores the strategy for fully implementing his universal formula over a 50 to 100-year period, ensuring that humanity aligns with reality in the most effective way. -/- The Nature of Absolute Truth and the Universal Formula -/- Absolute truth is not subjective or dependent on human perspectives—it is constant and universal. Malicse’s universal formula is grounded in this principle, applying the law of balance in nature to all aspects of decision-making. He believes that both individual and collective choices must adhere to this natural balance; otherwise, ignorance, false beliefs, and systemic errors will lead to societal dysfunction. -/- Unlike traditional philosophical theories, which often remain abstract, his formula is practical and applicable across all domains: -/- 1. Personal decision-making – Ensuring that individuals make rational choices aligned with reality. -/- 2. Governance and leadership – Guiding leaders to create policies based on natural balance rather than ideological or economic motives. -/- 3. Artificial General Intelligence (AGI) – Programming future AI systems with the universal formula to analyze and correct societal problems. -/- 4. Education and societal reform – Teaching the next generations to operate within the laws of balance, ensuring long-term stability and progress. -/- A Long-Term Implementation Strategy (50 to 100 Years) -/- Malicse does not seek personal recognition—his sole objective is to fully implement the universal formula because he is 100% certain of its correctness. However, immediate implementation is neither feasible nor necessary. Instead, a gradual integration over the next century ensures proper understanding, acceptance, and application without resistance. -/- The Implementation strategy consists of four major areas: -/- 1. Education Reform -/- The basic education system should incorporate the law of balance in nature at all levels, from primary school to higher education. -/- This approach bypasses political and religious resistance, allowing students to develop a rational mindset without challenging personal faith. -/- Over several decades, a generation raised with correct decision-making principles will naturally reshape society. -/- 2. AI & AGI Integration -/- The future of artificial intelligence depends on accurate, reality-based frameworks for decision-making. -/- By programming AGI with the universal formula, AI systems can detect imbalances in governance, economics, and global systems. -/- This ensures that technology is used for rational, ethical progress rather than reinforcing flawed human biases. -/- 3. Leadership Training -/- All world leaders and policymakers must be educated in the universal formula. -/- Decision-making should be based on natural balance, not political agendas, economic expansion, or ideological pressures. -/- By integrating this principle into leadership training, future governments will function in harmony with reality, reducing corruption and inefficiency. -/- 4. Public Awareness and Gradual Adoption -/- Societal change cannot be imposed by force; it must come through understanding and natural adoption. -/- Over 50 to 100 years, the universal formula will become self-evident, as societies that apply it will thrive while those that reject it will struggle. -/- Public discourse, books, and media should introduce these ideas organically, allowing people to recognize their truth on their own. -/- Overcoming Barriers to Implementation -/- The biggest obstacles to implementing the universal formula are: -/- Institutional resistance – Governments, corporations, and religious institutions may resist ideas that challenge their control. -/- Lack of awareness – Most people are unaware of the law of balance in nature and its implications. -/- Outdated philosophical traditions – Many still operate under incomplete or flawed theories of free will, decision-making, and governance. -/- However, truth does not need forceful validation. As Malicse emphasizes, there is no need to hurry—reality operates on its own principles. Over time, the correctness of the universal formula will become undeniable, and society will naturally align with it. -/- Conclusion: The Future of Truth and Balance -/- Malicse’s approach to solving free will and societal problems is revolutionary yet universal, integrating the fundamental truths of nature, logic, and decision-making into a complete, applicable system. Unlike previous philosophical attempts, his universal formula provides an exact solution, not just a theory. -/- Rather than seeking recognition or immediate change, his vision is one of long-term, steady integration. Over the next 50 to 100 years, as education, AI, leadership, and public awareness gradually align with the law of balance, society will naturally adopt the universal formula. -/- Absolute truth is not about power or wealth—it is about reality itself. By understanding and implementing it correctly, humanity can finally achieve balanced decision-making, rational governance, and sustainable progress. The future belongs to those who align with truth, and the universal formula ensures that this alignment happens naturally and inevitably. -/- . (shrink)

Introduction. Higher education plays a particularly important role in the development of a country. The goal of the article is to describe the development of concepts about education in general and higher education in particular to explain the role of education in social life. Humboldt sees higher education as a process toward freedom and the search for true truth. Humboldt's philosophy of higher education is an indispensable requirement in the context of people struggling to escape (...) the influence of the state and church forces. The purpose is to find out the content and principles of higher education, especially meaningful suggestions for building an autonomous education in Vietnam today. Materials and Methods. The article uses materialist dialectic to analyze Humboldt's philosophy of higher education. In addition, the article also uses methods of analysis, synthesis, comparison and contrast to clarify views on education in the history of human thought from ancient, medieval, modern and modern times, from which to draw the basic contents and principles in the philosophy of higher education of Humboldt. Results and Discussion. Humboldt is the founder of the University of Berlin - known as the mother of modern universities. It is a new university model based on the philosophy of upholding freedom in learning and teaching, upholding the scientific spirit to seek and discover the truth, and at the same time, combining teaching with scientific research. His liberal education philosophy has contributed to affirming the strength and position of universities. He criticized state intervention in university institutions. Based on the anthropological foundation of emphasizing human diversity, Humboldt's higher education philosophy is truly liberating when it comes to bold views. Humboldt believes that a university is a pure place of science and research, so it is not influenced by any outside force, even from the state. A university is where academic freedom, scientific freedom and other autonomy are guaranteed so that the institution can run smoothly. Universities must have unity between research and teaching. However, Humboldt's philosophy of higher education still contains many issues that need to be considered thoroughly. Specifically, the promotion of internal self-determination requires financial autonomy while the state's investment capital in universities is still quite large; Calling for education to be privatized is still inadequate. The elitist spirit in the Humboldt model is no longer fully relevant in the context of a market economy that tends to lead to the pursuit of targets, which are often related to quality. Practical significance. Humboldt's liberal philosophy of higher education has a strong influence, dominates and becomes a reality in many countries with advanced education. For Vietnam, Humboldt's higher education philosophy is a meaningful suggestion to build an autonomous education under the country's socio-historical conditions. (shrink)

This paper presents a unified framework connecting intelligence, energy, mass, black holes, and the fundamental nature of the universe through meta-logic. It proposes that intelligence is not computation but the structuring of energy, mass is stored intelligence, and black holes function as Klein bottles encoding higher-dimensional information. The framework suggests a recursive cycle where universes emerge from the critical overflow of black holes, creating a perpetual intelligence-driven cosmological structure.

This paper integrates the core concepts of the meta-logical framework, unifying intelligence, energy, mass, and black holes under a single structure. Intelligence is posited as energy in motion, mass as stored intelligence, and black holes as Klein bottle-like structures encoding higher-dimensional information. This framework suggests a recursive cycle where universes emerge from black hole overflows, linking cognition, physics, and cosmology into a cohesive paradigm. Furthermore, we propose experimental approaches to validate these ideas, addressing the relationship between superconductivity, gravity, and (...) intelligence, and exploring practical methodologies for empirical testing. (shrink)