Re-Cognizing Cognition in Education After AI
Postscripts from the Cognitive Intraface
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Beschreibung
This book introduces the cognitive intraface to designate the interpretive zone where human and Artificial Intelligence (AI) systems interact, reorganizing educational activity through recursive exchanges. Meaning emerges across heterogeneous substrates and cannot be attributed to human or machine alone. Drawing on N. Katherine Hayles, semiotic theory, and media theory, the book reframes cognition as materially grounded interpretation. Organized into forty concise entries, this book adopts a recursive critical format that revisits established educational and technological assumptions, isolating specific problems in AI-mediated learning while clarifying the infrastructural conditions that shape interpretation. This book serves as a valuable resource for scholars, educators, and researchers seeking a rigorous epistemological grounding for designing, analyzing, and critiquing AI‑intensive educational environments.
This book introduces the cognitive intraface to designate the interpretive zone where human and Artificial Intelligence (AI) systems interact, reorganizing educational activity through recursive exchanges. Meaning emerges across heterogeneous substrates and cannot be attributed to human or machine alone. Drawing on N. Katherine Hayles, semiotic theory, and media theory, the book reframes cognition as materially grounded interpretation. Organized into forty concise entries, this book adopts a recursive critical format that revisits established educational and technological assumptions, isolating specific problems in AI-mediated learning while clarifying the infrastructural conditions that shape interpretation. This book serves as a valuable resource for scholars, educators, and researchers seeking a rigorous epistemological grounding for designing, analyzing, and critiquing AI‑intensive educational environments.
Bridges theoretical depth with urgent contemporary questions about AI, cognition, and education Presents a nuanced picture of how AI reshapes cognitive labor, responsibility, and the possibility of learning Guides educators, designers, and policymakers in integrating AI into learning environments
Autor*in
J. Owen Matson
Themen in »Re-Cognizing Cognition in Education After AI«
(Re)Mediating Cognition Technical Cognition Media-Specific Metacognition The Vital Alterity of LLMs Planetary Cognitive Ecology Spatial Grounding in AI AI Literacy Beyond Deleuze Meaning and Interpretation in Nonconscious Cognition Ethics of Emergent Cognition AI, Education, and Blanchot’s Ordeal of Thought