TL;DR
Cognitive resonance complements normative, legal, relational, and socio-technical approaches to AI ethics by identifying trajectories of relational transformation that point-in-time or output-centered assessments may insufficiently capture.
This theoretical paper reconceptualises empathy as an affective, embodied and relational process emerging through intra-actions between human and more-than-human worlds. In the context of the Anthropocene and escalating climate crisis, the paper argues that dominant understandings of empathy as an individualised, cogni...
This article proposes the Human–AI Pedagogical Agency Framework (HAPAF), composed of five interacting layers: epistemic positioning, learner agency, interaction design, verification, and governance, which reframes effective GenAI integration as an agency-preserving pedagogical design problem rather than a tool-adoption...
This integrated literature review examines how generative artificial intelligence is shaping human thinking, cognitive processes and writing practices, with a focus on education across schools, universities, adult learning and professional settings, and advances a hybrid account in which human and machine contributions...
This study aims to address the paradox of universities claiming to cultivate intellectual autonomy while pedagogical structures systematically activate conformity pressures, investigating when social proof triggers epistemic vice (intellectual cowardice and sloth) rather than operating as a legitimate heuristic for...
This paper treats anthropocentrism as a relational standing-order rather than only as a claim about intrinsic value. Anthropocentric arrangements give default priority to human convenience and self-image while shifting vulnerability and accountability costs elsewhere. The argument integrates moral deskilling, responsib...
A conceptual evaluation of the extent to which GenAI redistributes students' and teachers'ability to act in classrooms to produce knowledge, validate each other's claims, and create evidence of student learning while collaborating with and competing against humans is presented.
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