Learning Under Algorithmic Conditions: Book Talk
Authors of the just-published book come to MIXI to discuss their work and its implications for some of the most urgent and complex issues we face. Exploring the influence of AI technologies on theories of reason, cognition, learning, and education Learning Under Algorithmic Conditions (University of Minnesota Press)
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presents twenty-seven concise memoranda that collectively chart the shifting terrain of learning in the age of artificial intelligence. Providing historical and philosophical context, this innovative volume features prominent scholars from the fields of media studies, philosophy, and education research, who shed light on how learning has become newly envisioned, machinic, and more-than-human. The contributors unravel various histories of machine intelligence and elucidate the current impact of machine learning technologies on practices of knowledge production. Teeming with theoretical and practical insights, Learning Under Algorithmic Conditions is an interdisciplinary guide for those working across the humanities and social sciences as well as anyone interested in understanding our changing social, political, and technical infrastructures. Join us for presentations from the book authors and an evening of lively conversation, followed by a reception at MIXI. Book Contributors: Craig Carson, Adelphi University; Felicity Coleman, University of the Arts London; Ed Dieterle; Shayan Doroudi, UC Irvine; David Gauthier, Utrecht University; Cathrine Hasse, Aarhus University; Talha Can İşsevenler, CUNY; Goda Klumbytė; Robb Lindgren, University of Illinois Urbana-Champaign; Michael Madiao; Henry Neim Osman; Luciana Parisi, Duke University; Carolyn Pedwell, Lancaster University; Arkady Plotnitsky, Purdue University; Julian Quiros, University of Pennsylvania; Sina Rismanchian; Warren Sack, UC Santa Cruz; R. Joshua Scannell, The New School; Gregory J. Seigworth, Millersville University; Rebecca Uliasz, University of Michigan; David Wagner, University of New Brunswick; Ben Williamson, University of Edinburgh.