On Literature and Teaching

 To h ave your cake and eat it : AI, The Dunning-Kruger Effect and Critical Thinking There is a very nice, very French expression: ‘ Vouloir le beurre et l’argent du beurre’ , which in English is simply ‘ To want one’s cake and eat it too ’: both point to the impossibility (or the greed perhaps) of wanting two opposed things at once. So you have butter, you want to keep it and eat it, but at the same time you want to sell that butter to make money. Can you have both at the same time? Can the cat be both dead and alive? The recent, barely believable hypocrisy displayed by the Tech Bros and their AI companies is an interesting starting point. They now call for ‘Regulation of AI’ because the pace of its development has been too rapid [1] . Well yes, I wonder who pushed that development, and who put AI out there without ever having thought the consequences through. It’s not new of course (DDT, tobacco, pollution) but it does still rankle. What is ever more painful, however, is th...

  What does a poem mean? The extraordinary Ern Malley hoax T.S. Eliot, surely one of the giants of English poetry and a founding father of the modernist language for it, was once asked what he meant with the line (in his Ash-Wednesday (1930) ): ‘ Lady, three white leopards sat under a juniper-tree ’. Eliot’s answer? ‘ I mean ’, he replied, ‘ Lady, three white leopards sat under a juniper-tree ’. Conclusion? Don’t ask the author what they meant. Other conclusion? The meaning you’re looking for is not for me to tell you about, it’s up to you to determine. Whether it’s the same as mine or someone else’s is immaterial: you are reading the text, make of it what you want! Those two conclusions are still baffling for some people, and when they are not, they remain difficult to internalize; witness how many times we speak in terms of ‘ The author means that… ’, or ‘ The author suggests that ’. Witness how many times we talk of a book ‘ being about this or that ’, about ‘ the book’...

  For a few months now, I have been re-reading novels in order to find out which ones I want to use in class next year. It’s for a Master’s module on contemporary literature, and the texts I’ve been using over the last few were: ·        Barry Unsworth: Morality play ·        Magnus Mills: The forensic records society ·        Samuel Beckett: Endgame ·        Jamaica Kincaid: The autobiography of my mother ·        Charles Yu: How to live safely in a science-fiction universe But I want to change, and it’s not easy: first because it’s hard to kill your darlings, and that’s what you do each time you change the list. But second – and more importantly – because texts are tools as much as they are themselves: it’s about what they give us as novels, and what we can do with them as tools in class. And that distinction is really c...

  The author and techno-specialist Cory Doctorow reminded us recently  that there are at least two ways to look at human-machine interaction, and it’s worth quoting the paragraph in full: ‘In automation theory, a “centaur” is a person who is assisted by a machine. Driving a car makes you a centaur, and so does using autocomplete. A reverse centaur is a machine head on a human body, a person who is serving as a squishy meat appendage for an uncaring machine. For example, an Amazon delivery driver, who sits in a cabin surrounded by AI cameras that monitor the driver’s eyes and take points off if the driver looks in a proscribed direction, and monitors the driver’s mouth because singing is not allowed on the job, and rats the driver out to the boss if they do not make quota. The driver is in that van because the van cannot drive itself and cannot get a parcel from the curb to your porch. The driver is a peripheral for a van, and the van drives the driver, at superhuman spee...

 '" Free as a bird ", we say, and envy the winged creatures for their power of unrestricted movement. But, alas, we forget the dodo . Any bird that has learned how to grub up a good living without being compelled to use its wings will soon renounce the privilege of flight and remain forever grounded. Something analogous is true of human beings'. (A. Huxley) Victor Hugo once quoted an acquaintance of his, R. Girardin, who told him something that makes even more sense to us today: 'What is most dangerous and most to be feared is not the abyss, but the slope ’. Profound words, which remind us of what Montaigne said: ‘ La mort n’est rien, le mourir est tout ’ – Death is nothing; dying is everything . What Girardin pointed out to the French poet (and novelist) is that while one may fear the gaping hole and the unknown that lies at its bottom, the main problem is the descent in that hole, the sliding in towards that gaping hole – that fear, that unknown, that ending. ...

  Resisting cognitive outsourcing with literature Although there has not yet been enough time to know for certain, an increasing number of scientific studies on the effects of GenAi (like Chatgpt) on the brain are beginning to appear, and one term keeps coming back: Cognitive outsourcing . What that means is simply that the cognitive effort required for certain tasks is delegated to the machine: you outsource your thinking, so to speak. 'So to speak' because ‘Thinking’ really needs to be better defined: the vaguer your terms, the vaguer your thinking with and from them. ‘Thinking’ involves not only the logical tools necessary in analysing, drawing conclusion, making connections: it’s also to do with your desire to use such tools, your dispositions towards implementing thinking skills to understand the world. In that sense, when it comes to GenAI use, Cognitive Outsourcing really means leaving all those aspects of thinking to the machine. The problem is what those scientific...

  Fiction as a safe place When it comes to citizenship education, a great many approaches can be taken, depending on which aspect of it you want to emphasise, or work on: you may be interested in the ‘Norms and values’ aspects, and want to come to grips with the workings of the democratic system, say. Or you may want to concentrate on the skills needed, for example communication skills; or you may focus on global citizenship, aspects of culture and inter-cultural communication and multi-cultural societies. Or you may be more interested in attending to critical thinking and its development in your learners. One issue any such approach will have, however, is that of loyalty. Loyalty to a family, loyalty to traditions, loyalty to a belief (system), loyalty to a culture. The bond that loyalty creates is strong, and will often override such notions as objectivity, multi-perspectival approach and willingness to consider different viewpoints. Thus when discussing, say, Dutch democracy...