AI based personalized learning in 'The Diamond Age': Artificial subversiveness and human feeling machines.
Saved in:
| Title: | AI based personalized learning in 'The Diamond Age': Artificial subversiveness and human feeling machines. |
|---|---|
| Authors: | Dishon, Gideon1 (AUTHOR) gdishon@bgu.ac.il |
| Source: | Educational Philosophy & Theory. Sep2025, Vol. 57 Issue 10, p907-919. 13p. |
| Subject Terms: | *Artificial intelligence, *Educational technology, *Individuality, *Individualized instruction, Human-machine relationship, Science fiction |
| Abstract: | This paper examines visions of AI-personalized learning through an analysis of Neal Stephenson's Science Fiction Novel 'The Diamond Age'. While contemporary discourse is often characterized by deterministic visions of AI-based personalization as a panacea to the homogenization and standardization of mass schooling, the novel presents a more nuanced view, both extending and problematizing such narratives. Namely, it portrays AI as key to cultivating subversive individuality that rises above existing social structures and norms. However, the novel also highlights how the impact of personalization depends on factors beyond the technology itself. Drawing on postphenomenological theory, I analyze the four different use cases of an AI-based educational device—The Young Lady's Illustrated Primer—presented in the novel: primer-as-education, primer-as-entertainment, primer-as-escape and primer-as-training. These four stabilities function as a conceptual roadmap for thinking about current models of AI-based personalization, distinguishing how the Primer's impact varies according to two factors: background experiences and human emotional connection. The combination of these two is needed for the emergence of composite human-technology intentionality, where AI is depicted as supporting users' capacity to become subversive—to shape their own aims. Despite this nuance, the novel's conceptualization of human-technology relations is nevertheless plagued by two problematic dichotomies, which are also prevalent in contemporary discourse: (i) between experiences on-and-off the screen, overlooking the more pervasive influence technology has on society and education; (ii) between cognitive and affective aspects of education, relegating decision-making to AI systems, thus paradoxically positioning humans as feeling machines. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 187437658 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: AI based personalized learning in 'The Diamond Age': Artificial subversiveness and human feeling machines. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dishon%2C+Gideon%22">Dishon, Gideon</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> gdishon@bgu.ac.il</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Philosophy+%26+Theory%22">Educational Philosophy & Theory</searchLink>. Sep2025, Vol. 57 Issue 10, p907-919. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Individuality%22">Individuality</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Human-machine+relationship%22">Human-machine relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Science+fiction%22">Science fiction</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper examines visions of AI-personalized learning through an analysis of Neal Stephenson's Science Fiction Novel 'The Diamond Age'. While contemporary discourse is often characterized by deterministic visions of AI-based personalization as a panacea to the homogenization and standardization of mass schooling, the novel presents a more nuanced view, both extending and problematizing such narratives. Namely, it portrays AI as key to cultivating subversive individuality that rises above existing social structures and norms. However, the novel also highlights how the impact of personalization depends on factors beyond the technology itself. Drawing on postphenomenological theory, I analyze the four different use cases of an AI-based educational device—The Young Lady's Illustrated Primer—presented in the novel: primer-as-education, primer-as-entertainment, primer-as-escape and primer-as-training. These four stabilities function as a conceptual roadmap for thinking about current models of AI-based personalization, distinguishing how the Primer's impact varies according to two factors: background experiences and human emotional connection. The combination of these two is needed for the emergence of composite human-technology intentionality, where AI is depicted as supporting users' capacity to become subversive—to shape their own aims. Despite this nuance, the novel's conceptualization of human-technology relations is nevertheless plagued by two problematic dichotomies, which are also prevalent in contemporary discourse: (i) between experiences on-and-off the screen, overlooking the more pervasive influence technology has on society and education; (ii) between cognitive and affective aspects of education, relegating decision-making to AI systems, thus paradoxically positioning humans as feeling machines. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Philosophy & Theory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187437658 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00131857.2025.2494589 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 907 Subjects: – SubjectFull: Artificial intelligence Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Individuality Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Human-machine relationship Type: general – SubjectFull: Science fiction Type: general Titles: – TitleFull: AI based personalized learning in 'The Diamond Age': Artificial subversiveness and human feeling machines. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dishon, Gideon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00131857 Numbering: – Type: volume Value: 57 – Type: issue Value: 10 Titles: – TitleFull: Educational Philosophy & Theory Type: main |
| ResultId | 1 |
