Closing digital divides is good, and increasing diversity in tech fields as good, but I’ve been complaining for years about computer science ed that we stop at the nobility of those goals and don’t ask ourselves about the deeper motivations behind those initiatives. So it is with AI: A more diverse field more available to all is better than what we have, but we also have to ask whether AI education is actually a social good.

Thanks to the magic of Bluesky, I came across Paul Musgrave’s essay “Classroom Technology Was a Mistake,” with the subtitle “Hopes that AI will improve higher ed need to reckon with the dashed hopes of the past.” As a whole, I appreciate the essay—I’m sympathetic to Musgrave’s argument, and I couldn’t agree with the subtitle more if I tried. I want to do one of those things, though, where one academic spends too much time quibbling with a minor part of another academic’s argument. In particular, I want to take issue with this part of Musgrave’s essay:

There’s always been a dark side to internet culture, but I don’t think it was naïve in my earlier work to argue for recognizing its value. Yet, it’s important as a scholar to call out the ugliness that’s happening here.

This morning on Bluesky, I saw some posts about a class action lawsuit against Anthropic for their use of pirated, copyrighted materials in training their generative AI models. One of the sources of these copyrighted materials was the LibGen database, which I took a peek at nearly six months ago to confirm what I was already sure to be true: that my scientific writing was also collected as training material by companies like Anthropic or Meta. I don’t love that big tech companies are profiting off of my work in this way, and I’m sympathetic to the authors who are taking legal action against Anthropic. However, as I’ve written repeatedly over the past few years (you can find some of those thoughts—and others—by scrolling through here, I don’t know that copyright is the right way of responding to this kind of abuse.

Oof, hadn’t thought of this, but as much as I’d like to further reduce Google dependence, this would really hurt.

Bookmarking this so I can point to it if anyone asks why I’ve shifted my research from ed tech to right-wing Mormonism.

Ma carrière se divise entre une valorisation des pratiques numériques perçues comme n’ayant pas d’importance et une critique des technologies qui permettent ces pratiques. J’avoue que je me sens vraiment divisé pour cet exemple !

Je viens d’entendre à la RTS une définition des « digital natives » comme la génération Z. On a commencé à employer cette phrase aux années 2000 pour décrire ma génération, et son usage continu pour signifier « les jeunes d’aujourd’hui » révèle combien elle est inutile.

Love that moment in academic writing where you can find five rejected versions of a paragraph below the version I’m currently working on.

Here’s Jacques Ellul on state funding of research:

The state demands that anything scientific enter into the line of “normal” development, not only for the stake of the public interest but also because of its will to power. We have previously noted that this will to power has found in technique an extraordinary means of expression. The state quickly comes to demand that technique keep its promises and be an effective servant of state power. Everything not of direct interest to this drive for power appears valueless.

À mon avis, l’expertise « au niveau doctorat » est surtout lié au processus de connaître et non à la connaissance elle-même, et l’IA générative ne respecte pas du tout ce processus.

This seems performative to me, and this paragraph gets at why I think so:

AI companies are increasingly pushing into education — perhaps in part to try and fight the reputation that AI tools have acquired that they help students cheat. Features like Gemini’s guided learning mode and ChatGPT’s similar study mode, which was announced last week, could theoretically help with actual learning, but the question is whether students will want to use these modes instead of just using the AI chatbots for easy answers.

Kind of hate that we have to ask the question in this headline!

I’ve been (link)blogging recently about needing to talk about epistemology when we talk about generative AI. I know that in at least one case, I’ve evoked the generation of scientific knowledge as a counterexample to the “just the facts, ma’am” naïve epistemology promoted by AI and its supporters. To use generative AI to review papers—and to try to get around peer review—feels particularly dangerous to me.

I’m glad I have my files organized enough to retrieve preprints of about a decade’s worth of research, but I really wish I’d been doing this as I went.

Quick question about this passage:

Trump … signed an executive order titled “Preventing Woke AI in the Federal Government,” directing government agencies “not to procure models that sacrifice truthfulness and accuracy to ideological agendas.”

So, how does one determine what is true or accurate? Once again, we need to talk about epistemology when we talk about generative AI.

Dammit, am I going to have to stop using Canvas?

This emphasis on “objective truth” further underscores the need to talk epistemology when we talk AI.

Je n’aime pas du tout la présence des IA dans les écoles, mais je trouve aussi gênante la pénalisation à tort des étudiants.

Ce weekend, quelqu’un m’a recommandé une épisode de la série « La science et ses mauvaises consciences » , qui fait partie de l’émission Avec philosophie sur France Culture. J’ai décidé de télécharger toute la série, et en écoutant la première épisode, j’ai entendu une des interlocutrices se servir de la phrase « en présentiel », après quoi elle s’est excusée pour avoir prononcé un anglicisme.

Cela m’a gêné un peu, car ça faisait quelques jours que je travaillais sur une version de mon CV en français, une partie importante de mes efforts d’avoir un site web plus ou moins bilingue. Comme je suis professeur, l’enseignement fait évidemment partie de mon CV. Je fais beaucoup d’enseignement en ligne, et je m’étais donc servi de la phrase « en présentiel » pour distinguer les autres cours qui se déroulent dans des salles de classe. Est-ce que j’avais fait une faute ?

This sounds fine.

Just sent one of the most stressful emails of my career and got an out of office reply. I’m not mad—good for people taking time away from work—but that’s a heck of an anticlimax.

This is a depressing read but an important one.

As a committed em dash user, this has been bugging me since I heard about it.

Je compte bientôt préparer un document professionnel en français. Il y a cinq ans, j’aurais demandé à quelqu’un de m’aider à corriger des erreurs. En 2025, par contre, je me demande si mes petites erreurs éventuelles feront preuve que j’ai tout écrit moi-même au lieu de me fier à l’IA.

Le décryptage des communautés en ligne a toujour été un genre important des recherches, mais c’est surtout important dans des cas comme celui-ci.