Annika M. Berger

In this article we focus on Sally Haslanger’s theoretical project of distinguishing between different ways to understand social constructionist theses in general. The goal of this article is to better understand Haslanger’s distinction between different forms of social constructionism. In trying to get a better grasp of Haslanger’s distinctions we will encounter some difficulties that will hinder us getting a coherent picture of these distinctions. For some of these difficulties we will present some possible solutions but, in the end, we will ask for further commentary from Haslanger herself to improve on our understanding of her distinction between different forms of social constructionism.

Text-generative AI-systems have become important semantic agents with ChatGPT. We conducted a series of experiments to learn what teachers’ conceptions of text-generative AI are in relation to philosophical texts. In our main experiment, using mixed methods, we had twenty-four high school students write philosophical essays, which we then randomized to essays with the same command from ChatGPT. We had ten prospective teachers assess these essays. They were able to tell whether it was an AI or student essay with 78.7 percent accuracy, which is better than the Open AI Classifier. Interestingly, however, they used criteria like argumentative and logical flawlessness and neutrality. We concluded from this that they are using an inverted Turing test and are no longer looking for rationality in machines but for irrationality in humans.