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1. |
Record Nr. |
UNISA996547962203316 |
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Autore |
Abersek Boris |
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Titolo |
AI and Cognitive Modelling for Education [[electronic resource] /] / by Boris Aberšek, Andrej Flogie, Igor Pesek |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
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ISBN |
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Edizione |
[1st ed. 2023.] |
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Descrizione fisica |
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1 online resource (236 pages) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Education—Data processing |
Artificial intelligence |
Education—Research |
Computers and Education |
Artificial Intelligence |
Educational Research |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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1. Introduction -- 2. Philosophical and Social Realm -- 3. From Human to Machine -- 4. Technological Relations -- 5. Summary and Conclusions -- References -- Index. |
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Sommario/riassunto |
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This book offers a groundbreaking approach to bridging the gap between various disciplines involved in cognitive modeling in education. By drawing on the fields of learning, neuro science, cognitive science, neurobiology, and computer science, it provides a new perspective on how we can integrate these disciplines with education to create more effective learning environments. The main objective of this book is to delve into the ethical, sociological, and technological questions surrounding the introduction of intelligent and smart learning environments in education. By analyzing these issues, this book aims to bridge the gap between the various disciplines involved in cognitive modeling and education, while highlighting the benefits and risks associated with these advancements. With the emergence of AI-based tutors, coaches, and learning environments, |
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students now have access to a new type of self-learning and self-training that was previously unavailable. Distance learning has become increasingly popular in recent years, and the use of computer-assisted learning tools has revolutionized the way we think about education. The goal of education must be to instill in students a desire to learn for themselves, and this can only be achieved through active, self-directed, and reflective learning. With intelligent tutoring systems, students are empowered to take an active role in their own education, rather than simply being passive recipients of information. This book offers practical strategies for teachers to facilitate this transition, enabling them to act as facilitators and guides rather than one-way communicators. By embracing this new approach to education, we can help students become lifelong learners who are equipped with the skills they need to succeed in the 21st century. As we cannot predict the future with certainty, the true effects of education may only be revealed in the long run, making it critical to understand the potential consequences of introducing these new learning tools. By exploring these complex topics, this book offers valuable insights for educators, policymakers, and anyone interested in the future of education. |
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2. |
Record Nr. |
UNINA9910779906203321 |
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Autore |
Bernstein Michael André <1947-> |
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Titolo |
Bitter carnival : ressentiment and the abject hero / / Michael André Bernstein |
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Pubbl/distr/stampa |
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Princeton, N.J., : Princeton University Press, c1992 |
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ISBN |
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1-282-75153-0 |
9786612751530 |
1-4008-2063-4 |
1-4008-1104-X |
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Edizione |
[Course Book] |
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Descrizione fisica |
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1 online resource (254 pages) |
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Disciplina |
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Soggetti |
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Abjection in literature |
Heroes in literature |
Cynicism in literature |
Comparative literature - Themes, motives |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references (p. [185]-234) and index. |
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Nota di contenuto |
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Front matter -- Contents -- Acknowledgments -- Introduction: Murder and the Utopian Moment -- PART I: PROBLEMS AND PRECURSORS -- One. I Wear Not Motley in My Brain: Slaves, Fools, and Abject Heroes -- Two. O Totiens Servus: Horace, Juvenal, and the Classical Saturnalia -- Part II: THE ABJECT HERO EMERGES -- Three. Oui, Monsieur le Philosophe: Diderot's Le Neveu de Rameau -- PART III: THE POETICS OF RESSENTIMENT -- Four. Lacerations: The Novels of Fyodor Dostoevsky -- Five. L'Apocalypse à Crédit: Louis-Ferdinand Céline's War Trilogy -- Six. These Children That Come at You with Knives: Charles Manson and the Modern Saturnalia -- Notes -- Index |
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Sommario/riassunto |
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"You people put importance on your lives. Well, my life has never been important to anyone. I haven't got any guilt about anything," bragged the mass-murderer Charles Manson. "These children that come at you with knives, they are your children. You taught them. I didn't teach them. . . . They are running in the streets--and they are coming right at you!" When a real murderer accuses the society he has brutalized, we are shocked, but we are thrilled by the same accusations when they are |
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mouthed by a fictional rebel, outlaw, or monster. In Bitter Carnival, Michael Andr Bernstein explores this contradiction and defines a new figure: the Abject Hero. Standing at the junction of contestation and conformity, the Abject Hero occupies the logically impossible space created by the intersection of the satanic and the servile. Bernstein shows that we heroicize the Abject Hero because he represents a convention that has become a staple of our common mythology, as seductive in mass culture as it is in high art. Moving from an examination of classical Latin satire; through radically new analyses of Diderot, Dostoevsky, and Cline; and culminating in the courtroom testimony of Charles Manson, Bitter Carnival offers a revisionist rereading of the entire tradition of the "Saturnalian dialogue" between masters and slaves, monarchs and fools, philosophers and madmen, citizens and malcontents. It contests the supposedly regenerative power of the carnivalesque and challenges the pieties of utopian radicalism fashionable in contemporary academic thinking. The clarity of its argument and literary style compel us to confront a powerful dilemma that engages some of the most central issues in literary studies, ethics, cultural history, and critical theory today. |
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