AI危机时代的公共计算知识分子
Public Computing Intellectuals in the Age of AI Crisis
AI总结：
本立场论文针对2023年兴起的AI危机普遍担忧，从学科利害、教育对策、实践领域界定三方面展开，提出公共计算机知识分子概念原型，倡议计算机学科强化反思性实践与公共导向，并给出教学改革建议。
摘要：
2023年，认为AI技术正处于引发普遍社会危机的临界点的观点成为主流。尽管其中部分说法无疑存在炒作和夸大的成分，但它们确实反映了这一技术栈会带来令人担忧的影响这一事实。由人工智能当前发展预示的、对社会、政治和个人未来的共同担忧的交汇，为计算机学科提供了一个自我审视和重构的新契机。本立场论文分四个部分展开探讨。第一部分探究了在AI危机的叙事中，计算机领域面临的利害关系。第二部分阐述了应对这场危机的可能教育对策，并主张将分析重点更广泛地放在权力关系上。第三部分对学术计算的实践领域提出了一种新颖的界定，该界定不仅包含该学科常见的工具性实践形式，还涵盖了反思性实践。这一反思性维度将该学科的批判功能和公共功能作为平等的智识伙伴加以整合，也是任何当代学术领域的必要组成部分。最后一部分倡导一种概念原型——公共计算机知识分子（Public Computer Intellectual）及其不那么显眼但同样重要的同类“（近乎）公共计算机知识分子”（(Almost) Public Computer Intellectual），以此切实构想我们学科中学术实践的拓展可能性，这种原型既包含自我批判，也具备面向公共利益的外向导向。论文提出，计算机教育研究界可在这方面发挥关键作用，同时还给出了在计算机领域内开展教学改革、培养更多反思能力的建议。
英文摘要：
The belief that AI technology is on the cusp of causing a generalized social crisis became a popular one in 2023. While there was no doubt an element of hype and exaggeration to some of these accounts, they do reflect the fact that there are troubling ramifications to this technology stack. This conjunction of shared concerns about social, political, and personal futures presaged by current developments in artificial intelligence presents the academic discipline of computing with a renewed opportunity for self-examination and reconfiguration. This position paper endeavors to do so in four sections. The first explores what is at stake for computing in the narrative of an AI crisis. The second articulates possible educational responses to this crisis and advocates for a broader analytic focus on power relations. The third section presents a novel characterization of academic computing's field of practice, one which includes not only the discipline's usual instrumental forms of practice but reflexive practice as well. This reflexive dimension integrates both the critical and public functions of the discipline as equal intellectual partners and a necessary component of any contemporary academic field. The final section will advocate for a conceptual archetype--the Public Computer Intellectual and its less conspicuous but still essential cousin, the (Almost) Public Computer Intellectual--as a way of practically imagining the expanded possibilities of academic practice in our discipline, one that provides both self-critique and an outward-facing orientation towards the public good. It will argue that the computer education research community can play a vital role in this regard. Recommendations for pedagogical change within computing to develop more reflexive capabilities are also provided.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
