Anco Peeters

The ongoing and decades-long digitalisation of educational practices is largely motivated by the assumption that learning is best understood in terms of information processing. AI tutors and other educational AI tools leverage and accelerate this shift by presenting abstract, symbolic interactions as enhancing learning. Yet, while such AI implementations present as human-like, they are detached from physical, social, and ethical contexts and in fact herald a further shift towards disembodied learning. In this critical review, we develop a fine-grained conceptual framework through which to examine AI in education and suggest ways to avoid further disembodying learning. To do so, we first examine the proliferation of AI in education. Second, we situate four interaction frames that AI affords through being assigned different roles, like with AI math tutor Khanmigo. Third, we present four aspects that educational AI operates on: sensorimotor, interpersonal, epistemic, and moral frictions for learning. Fourth, we advance a human-centred approach that aims to re-embody AI in education: namely, by outlining research and policy agenda's that enable educators and learners to flourish through meaningful AI interventions on the educational frictions examined. Finally, we conclude on the wider societal implications of these developments for the role of Big Tech, future research, and the development of AI literacy courses as required by the EU AI Act.

Recent geïntroduceerde grote taalmodellen die gebruik maken van kunstmatige intelligentie, zoals ChatGPT, beloven gebruikers makkelijker, sneller en meer te schrijven. Door middel van een vraag, een lijstje of een voorbeeld, kan een taalmodel al snel een samenhangend lijkende tekst produceren over uiteenlopende onderwerpen, van een reflectie over popmuziek tot een reisverslag naar een ver land. Zelfs over die onderwerpen waar de gebruiker zelf maar weinig verstand van heeft, kan vrij snel een tekst tot stand komen. Hoe laat zich dit verhouden met het onderwijsideaal van het opleiden van studenten tot autonoom en kritisch denkende burgers? Als denken per slot van rekening in grote mate door middel van schrijven tot stand komt en we dit schrijven uitbesteden, besteden we dan ook niet ons denken uit? In dit essay kijk ik door middel van een Aristotelisch perspectief naar de cultivatie van intellectuele verantwoordelijkheid in het onderwijs in het licht van grote taalmodellen. Is er een manier waarop we dit soort modellen kunnen gebruiken zonder onze eigen intellectuele vrijheid op te offeren?

Maatschappelijke discussies over de invoering van generatieve kunstmatige intelligentie richten zich voornamelijk op duurzaamheid, regelgeving en datagebruik. Dit is zorgelijk omdat de invloed van KI op individueel menselijk welzijn grotendeels wordt genegeerd. Wat moet ik als zorgverlener doen als mijn werkgever me aanmoedigt om patiëntvragen met behulp van KI te beantwoorden? Wat moet ik als huisarts ervan vinden als steeds meer collega’s KI gebruiken om patiëntverslagen te schrijven? Deze vragen leggen morele zorgen over de verandering van de zorgpraktijk en de rol van zorgverleners bloot. Dit artikel laat zien hoe de deugdethiek ons helpt reflecteren op deze zorgen.

In a rapidly evolving Generative Artificial Intelligence (GenAI) landscape, researchers, policymakers, and publishers have to continuously redefine responsible research practices. To ensure guidance of GenAI use in research, core principles that remain stable despite technological advancement are needed. This article defines a list of principles guiding the responsible use of GenAI in research, regardless of use case and GenAI technology employed. To define this framework, we conducted an anonymised Delphi consensus procedure comprising a panel of 16 international and multidisciplinary experts in AI, social sciences, law, ethics, and scientific publishing. After three rounds of independent rating and feedback, the panel reached consensus on eight sequentially ordered principles required for responsible GenAI usage: Regulations, Data Security, Quality Control, Originality, Bias Mitigation, Accountability, Transparency, and Broader Impact. For the clear reporting of adherence to these principles, we created a checklist allowing active implementation into the research process. With these efforts, we aim to guide everyday research, support the development of further specified regulations, policies, and guidelines, and promote discussion about GenAI use in research.

The increasing complexity and ubiquity of autonomously operating artificially intelligent (AI) systems call for a robust theoretical reconceptualization of responsibility and control. The Meaningful Human Control (MHC) approach to the design and operation of AI systems provides such a framework. However, in its focus on accountability and minimizing harms, it neglects how we may flourish in interaction with such systems. In this chapter, I show how the MHC framework can be expanded to meet this challenge by drawing on the ethics of carebots and embodied design. First, I examine how discussions about flourishing with carebots invite us to consider the extent to which we control our moral character Second, I argue that we can understand the cultivation of moral character in terms of embodied virtues arising from operating in particular ecologies. Third, I demonstrate how this analysis fruitfully informs the design of carebots as supporting reciprocity and empathy.

Memory perspectives on past events allegedly take one of two shapes. In field memories, we recall episodes from a first-person point of view, while in observer memories, we look at a past scene from a third-person perspective. But this mere visuospatial dichotomy faces several practical and conceptual challenges. First, this binary distinction is not exhaustive. Second, this characterization insufficiently accounts for the phenomenology of observer memories. Third, the focus on the visual aspect of memory perspective neglects emotional, agential, and self-related social aspects. Fourth, the focus on the time of recall neglects the fact that visual, emotional, agential, and social aspects of perspective can also be dissociated in the original experience. In this chapter, we move away from the standard visual dichotomy. Instead, we propose that memory perspective is better understood along four lines: visual, agential, emotional, and social. Drawing on empirical research, we argue that these dimensions predict a disposition to recall a past event based on the present situation of the memorizer. This account supports seeing episodic memory as a natural kind, supported by scenario construction mechanisms and minimal memory traces. By remapping the classic distinction between field and observer perspectives along four dimensions, our proposal provides explanatory advantages and secures practical gains by enabling testable hypotheses.

Technological artefacts have, in recent years, invited increasingly intimate ways of interaction. But surprisingly little attention has been devoted to how such interactions, like with wearable devices or household robots, shape our minds, cognitive capacities, and moral character. In this thesis, I develop an embodied, enactive account of mind--technology interaction that takes the reciprocal influence of artefacts on minds seriously. First, I examine how recent developments in philosophy of technology can inform the phenomenology of mind--technology interaction as seen through an enactivist lens. Second, I show how an enactive account of remembering can improve operationalizations of the memory palace mnemonic through virtual reality devices. Third, I draw on virtue ethics to argue that an enactivist approach allows us to better grasp the morally shaping aspects of artefacts by looking at social robots. Fourth, I fend off an underlying metaphysical concern about enactivism by arguing that an embodied, enactive account is compatible with the multiple realization of cognitive processes. This principle is often seen as a crucial test favouring accounts such as extended functionalism over enactivism and I argue that some forms of enactivism pass this test as well. Finally, I conclude by considering what the future relationship between enactivism and functionalism may have in store for the study of mind--technology interaction.

This paper motivates the idea that social robots should be credited as moral patients, building on an argumentative approach that combines virtue ethics and social recognition theory. Our proposal answers the call for a nuanced ethical evaluation of human-robot interaction that does justice to both the robustness of the social responses solicited in humans by robots and the fact that robots are designed to be used as instruments. On the one hand, we acknowledge that the instrumental nature of robots and their unsophisticated social capabilities prevent any attribution of rights to robots, which are devoid of intrinsic moral dignity and personal status. On the other hand, we argue that another form of moral consideration—not based on rights attribution—can and must be granted to robots. The reason is that relationships with robots offer to the human agents important opportunities to cultivate both vices and virtues, like social interaction with other human beings. Our argument appeals to social recognition to explain why social robots, unlike other technological artifacts, are capable of establishing with their human users quasi-social relationships as pseudo-persons. This recognition dynamic justifies seeing robots as worthy of moral consideration from a virtue ethical standpoint as it predicts the pre-reflective formation of persistent affective dispositions and behavioral habits that are capable of corrupting the human user’s character. We conclude by drawing attention to a potential paradox drawn forth by our analysis and by examining the main conceptual conundrums that our approach has to face.

Though many of our social, scientific, and medical practices are shaped by technological artefacts, we lack a framework that adequately accounts for the cognitive role such artefacts play. Current approaches to mind and technology interaction often depart from the extended mind thesis, and are cashed out in terms of information-processing. While proposals for mind extension have generated daring new research programs, (post)phenomenologists have argued that the extended mind account of mind-technology interaction is flawed and incomplete. This paper contributes to this debate by presenting a positive proposal for how we may understand mind-technology interaction from an enactive perspective. The proposal does justice to the shaping roles that artefacts play in cognitive processes and aligns with current approaches in philosophy of technology in general and the school of postphenomenology in particular. This provides enactivism with a toolkit that allows them to better understand mind-technology interaction, while simultaneously providing a cognitive underpinning for the postphenomenological framework.

Virtue ethics enjoys new-found attention in philosophy of technology and philosophical psychology. This attention informs the growing realization that virtue has an important role to play in the ethical evaluation of human–technology relations. But it remains unclear which cognitive processes ground such interactions in both their regular and virtuous forms. This paper proposes that an embodied, enactive cognition approach aptly captures the various ways persons and artefacts interact, while at the same time avoiding the explanatory problems its functionalist alternative faces. Inspired by recent discussions in roboethics, the paper departs from the consideration of practical wisdom as a key idea to evaluating human–technology interaction. It then examines a prominent argument against the viability of practical wisdom that proposes a situationist alternative. The examination of this alternative reveals two tensions to be addressed. The first tension is resolved through developing an account of how persons can self-program their practical reasoning through the idea of distal intentions. The second tension is resolved by comparing extended functionalist and enactive accounts of the self, and arguing for the latter when framing our relations with technologies. In developing its proposal, this paper contributes to an enactive account of virtue and practical wisdom that should prove a fertile soil for future ethical debates on human–technology interaction.

In this paper, we evaluate the pragmatic turn towards embodied, enactive thinking in cognitive science, in the context of recent empirical research on the memory palace technique. The memory palace is a powerful method for remembering yet it faces two problems. First, cognitive scientists are currently unable to clarify its efficacy. Second, the technique faces significant practical challenges to its users. Virtual reality devices are sometimes presented as a way to solve these practical challenges, but currently fall short of delivering on that promise. We address both issues in this paper. First, we argue that an embodied, enactive approach to memory can better help us understand the effectiveness of the memory palace. Second, we present design recommendations for a virtual memory palace. Our theoretical proposal and design recommendations contribute to solving both problems and provide reasons for preferring an embodied, enactive account over an information-processing treatment of the memory palace.

We propose that virtue ethics can be used to address ethical issues central to discussions about sex robots. In particular, we argue virtue ethics is well equipped to focus on the implications of sex robots for human moral character. Our evaluation develops in four steps. First, we present virtue ethics as a suitable framework for the evaluation of human–robot relationships. Second, we show the advantages of our virtue ethical account of sex robots by comparing it to current instrumentalist approaches, showing how the former better captures the reciprocal interaction between robots and their users. Third, we examine how a virtue ethical analysis of intimate human–robot relationships could inspire the design of robots that support the cultivation of virtues. We suggest that a sex robot which is equipped with a consent-module could support the cultivation of compassion when used in supervised, therapeutic scenarios. Fourth, we discuss the ethical implications of our analysis for user autonomy and responsibility.

The mainstream view in cognitive science is that computation lies at the basis of and explains cognition. Our analysis reveals that there is no compelling evidence or argument for thinking that brains compute. It makes the case for inverting the explanatory order proposed by the computational basis of cognition thesis. We give reasons to reverse the polarity of standard thinking on this topic, and ask how it is possible that computation, natural and artificial, might be based on cognition and not the other way around.

This chapter proposes a radically enactive account of remembering that casts it as creative, dynamic, and wide-reaching. It paints a picture of remembering that no longer conceives of it as involving passive recollections – always occurring wholly and solely inside heads. Integrating empirical findings from various sources, the chapter puts pressure on familiar cognitivist visions of remembering. Pivotally, it is argued, that we achieve a stronger and more elegant account of remembering by abandoning the widely held assumption that it is rooted in the retrieval of stored information or content in order to represent past events. We demonstrate how a radically enactive account of the roots of remembering can successfully handle classic cases discussed in the extended memory literature while, at same time, accommodating experientially rich forms of episodic memory.

The World We Live In contains private lectures given by Alexandru Dragomir spanning a period from 1985 to 1998. Some lectures are graceful examples of ‘live’ philosophical thinking, where phenomenological investigation and philological skill are combined to probe issues concerning time, space, and technology. Other lectures are less polished and should perhaps not have been published. Almost all the lectures engage with classic philosophical texts, primarily by Plato and Aristotle, and, to a lesser degree, Descartes, Kant, Hegel, and Nietzsche. Dragomir’s mentor Heidegger is more often than not present in the background, through the method of analysis.

This paper motivates taking seriously the possibility that brains are basically protean: that they make use of neural structures in inventive, on-the-fly improvisations to suit circumstance and context. Accordingly, we should not always expect cognition to divide into functionally stable neural parts and pieces. We begin by reviewing recent work in cognitive ontology that highlights the inadequacy of traditional neuroscientific approaches when it comes to divining the function and structure of cognition. Cathy J. Price and Karl J. Friston, and Colin Klein identify the limitations of relying on forward and reverse inferences to cast light on the relation between cognitive functions and neural structures. There is reason to prefer Klein’s approach to that of Price and Friston’s. But Klein’s approach is neurocentric - it assumes that we ought to look solely at neural contexts to fix cognitive ontology. Using recent work on mindreading as a case study, we motivate adopting a radically different approach to cognitive ontology. Promoting the Protean Brain Hypothesis, we posit the possibility that we may need to look beyond the brain when deciding which functions are being performed in acts of cognition and in understanding how the brain contributes to such acts by adapting to circumstance.

In Freedom Regained, Julian Baggini draws on a broad spectrum of disciplines to defend the notion that, yes, we do have free will. Baggini targets recent claims from scientists who argue that (neuro)science has supposedly proven there is no such thing as free will. Such arguments depend on mistaken conflations of the self, which is taken as the nexus for free will, with, for example, the brain, the conscious mind, or the rational mind. Such amalgams are then taken to clash with a physically determined world. This opposition of freedom with determinism is the wrong way of framing the debate, according to Baggini. Instead, free will has to be understood as a plural concept, arising from a self which can endorse its own actions and which extends beyond the brain, the rational, and the conscious. These are the main ideas of Freedom Regained, which advocates a compatibilist and pluralistic concept of free will.

Students using Ritalin in preparation for their exams is a hotly debated issue, while meditating or drinking coffee before those same exams is deemed uncontroversial. However, taking Ritalin, meditating and drinking coffee or even education in general, can all be considered forms of cognitive enhancement. Although social acceptance might change in the future, it is interesting to examine the current reasons that are used to distinguish cases deemed problematic or unproblematic. Why are some forms of cognitive enhancement considered problematic, while others are not? In this paper, we consider cognitive enhancement as the amplification or extension of core capacities of the mind, using augmentation or improvements of our information-processing systems. We will analyse cognitive enhancement in an educational setting in order to clarify the fuzzy distinction between problematic and unproblematic forms of cognitive enhancement. We will show that the apparent distinction made by many people between problematic and unproblematic enhancement is not based on any fundamental difference between these two categories.