Education and Artificial Intelligence at the Scene of Writing: A Derridean Consideration
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Skepticism of the written word has been prevalent in philosophical discourse at least since the works of Plato. This article employs philosophical method. It situates the ongoing educational concern with AI Chatbots in terms of this skepticism toward writing. Specifically, this longstanding skepticism posits that the written word is an alienated form of the spoken word. This article demonstrates how two prevalent traditions of education—traditional and progressive—take up this same skepticism. The article calls upon the work of Jacques Derrida, whose deconstructive theories on Plato and the written word problematize this line of writerly skepticism. Derrida’s work on Rousseau’s Emile informs a more general approach to pedagogy which entails what Derrida calls “the logic of supplementarity .” This “logic” involves the paradoxical debt that writing owes to speech. Thus, one can discern a distinct sense in which education—in general—is implicated in a tension that exists between the written word to the spoken. Ultimately, this articles suggests that the ongoing concern with AI Chatbots—linked to an ancient skepticism toward writing—is none other than a concern with the very practice of education per se.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it