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dc.contributor.authorFloyd, Julieten_US
dc.date.accessioned2020-04-15T15:48:33Z
dc.date.available2020-04-15T15:48:33Z
dc.date.issued2019-11
dc.identifier.citationJuliet Floyd. 2019. "Teaching and Learning with Wittgenstein and Turing: Sailing the Seas of Social Media." Journal of Philosophy of Education, Volume 53, Issue 4, pp. 715 - 733. https://doi.org/10.1111/1467-9752.12392
dc.identifier.issn0309-8249
dc.identifier.issn1467-9752
dc.identifier.urihttps://hdl.handle.net/2144/40187
dc.description.abstractResults of the Boston University Mellon Sawyer seminar 2016–2019 (www.mellophilemerge.com) reveal that social and philosophical drives are increasingly central to our uses of technology, including AI. This raises critical challenges for democracy, especially in a hyper‐connected world where social media shapes human conduct in ways we are only beginning to appreciate. A history of the mutual impact of Turing and Wittgenstein on one another points to the contemporary foundational significance of our artful capacity to embed everyday words in forms of life. Wittgenstein's mature focus on forms of life, interlocutory drift, and rule‐following, with its play between the ‘I’ and the ‘we’, was an informed critical response to Turing's idea of a ‘Turing machine’, his analysis of the very idea of taking a ‘step’ in a formal system. Wittgenstein's characterisations of our drive to evade a responsibility in speech, especially by appealing to ‘machines’ or ‘algorithms’ as pure mathematical objects, are invaluable warnings for us. The enduring importance of mutually‐attuned ‘phraseology’ to education may be formulated as a humanistic challenge to the very ideas of ‘computational foundations’ and ‘Big Data’ in our hyper‐connected world.en_US
dc.format.extentpp. 715 - 733.en_US
dc.languageEnglish
dc.language.isoen_US
dc.publisherWileyen_US
dc.relation.ispartofJournal of Philosophy of Education
dc.subjectPhilosophyen_US
dc.subjectSpecialist studies in educationen_US
dc.subjectHistory and philosophy of specific fieldsen_US
dc.titleTeaching and learning with Wittgenstein and Turing: sailing the seas of social mediaen_US
dc.typeArticleen_US
dc.description.versionAccepted manuscripten_US
dc.identifier.doi10.1111/1467-9752.12392
pubs.elements-sourcecrossrefen_US
pubs.notesEmbargo: Not knownen_US
pubs.notesLatest submit. Please cite published version.en_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, College of Arts & Sciencesen_US
pubs.organisational-groupBoston University, College of Arts & Sciences, Department of Philosophyen_US
pubs.publication-statusPublisheden_US
dc.date.online2019-12-13
dc.identifier.orcid0000-0002-2916-4178 (FLOYD, JULIET)
dc.identifier.mycv508788


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