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Proclus
This volume is the fifth in the new English translation of arguably the most important ancient commentary on a text of Plato, and features Proclus' writing on time and the stars. It will be valuable for students and scholars of ancient philosophy, history of philosophy, classics and theology.
eBook
Zainteresowanie wolnością, odpowiedzialnością i bezpieczeństwem
INTEREST IN FREEDOM, RESPONSIBILITY AND SECURITY: THE CASE OF ACTIVE AND PASSIVE USERS OF “WIKIPEDIA” The study concerns the interest of the creators of “Wikipedia” and those looking for information in it: freedom, responsibility and security. The position of “Wikipedia” as a currently very popular and therefore influential source of knowledge was pointed out. This was done in relation to the issue of freedom of information, responsibility for the consequences of information and the related safety of those seeking information among other issues. Then, the Wikipedia article “Freedom” was discussed, paying attention to the authorship of this text in connection with freedom, responsibility for the information provided and related security. The topic of Internet users’ interest in freedom was also discussed, based on the popularity of the topic of freedom compared to other issues.
Journal Article
Wikipedia : the company and its founders
This volume examines the history of Wikipedia, and the lives and careers of its founders.
Book
Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools
Artificial Intelligence (AI) in Education claims to have the potential for building personalised curricula, as well as bringing opportunities for democratising education and creating a renaissance of new ways of teaching and learning. Millions of students are starting to benefit from the use of these technologies, but millions more around the world are not, due to the digital divide and deep pre-existing social and educational inequalities. If this trend continues, the first large-scale delivery of AI in Education could lead to greater educational inequality, along with a global misallocation of educational resources motivated by the current techno-solutionist narrative, which proposes technological solutions as a quick and flawless way to solve complex real-world problems. This work focuses on posing questions about the future of AI in Education, intending to initiate the pressing conversation that could set the right foundations (e.g., inclusion and diversity) for a new generation of education that is permeated with AI technology. The main goal of our opinion piece is to conceptualise a sustainable, large-scale and inclusive AI for the education ecosystem that facilitates equitable, high-quality lifelong learning opportunities for all. The contribution starts by synthesising how AI might change how we learn and teach, focusing on the case of personalised learning companions and assistive technology for disability. Then, we move on to discuss some socio-technical features that will be crucial to avoiding the perils of these AI systems worldwide (and perhaps ensuring their success by leveraging more inclusive education). This work also discusses the potential of using AI together with free, participatory and democratic resources, such as Wikipedia, Open Educational Resources and open-source tools. We emphasise the need for collectively designing human-centred, transparent, interactive and collaborative AI-based algorithms that empower and give complete agency to stakeholders, as well as supporting new emerging pedagogies. Finally, we ask what it would take for this educational revolution to provide egalitarian and empowering access to education that transcends any political, cultural, language, geographical and learning-ability barriers, so that educational systems can be responsive to all learners’ needs.
Journal Article
Fictions of the Wikipedian Fact: Facticity, Authority, and 21st-century Fiction
This article considers the effect that Wikipedia has had on fiction of the 21st-century, and proposes that one distinctive feature of Wikipedia’s influence on this period has been the tension it has put on how novelists conceive of the relationship between facticity and authority. The first half of the article looks at how facticity and authority work on Wikipedia, drawing illustratively from Olga Tokarczuk’s Nobel Lecture (2019) and Ben Lerner’s short story ‘The Hofmann Wobble: Wikipedia and the Problem of Historical Memory’ (2023). The second half consists of a comparative reading of engagements with Wikipedia in Lucy Ellmann’s Ducks, Newburyport (2019) and Tokarczuk’s Bieguni (2007; trans. Flights 2017), in which I consider the two novels' contradictory responses to Wikipedia: Ducks as a turn towards the authority of the self, Flights as a valorisation of the self’s engagement with the other.
Journal Article
Fostering Public Good Contributions with Symbolic Awards: A Large-Scale Natural Field Experiment at Wikipedia
This natural field experiment tests the effects of purely symbolic awards on volunteer retention in a public goods context. The experiment is conducted at Wikipedia, which faces declining editor retention rates, particularly among newcomers. Randomization assures that award receipt is orthogonal to previous performance. The analysis reveals that awards have a sizeable effect on newcomer retention, which persists over the four quarters following the initial intervention. This is noteworthy for indicating that awards for volunteers can be effective even if they have no impact on the volunteers’ future career opportunities. The awards are purely symbolic, and the status increment they produce is limited to the recipients’ pseudonymous online identities in a community they have just recently joined. The results can be explained by enhanced self-identification with the community, but they are also in line with recent findings on the role of status and reputation, recognition, and evaluation potential in online communities.
Data, as supplemental material, are available at
http://dx.doi.org/10.1287/mnsc.2016.2540
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This paper was accepted by John List, behavioral economics
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Journal Article