Raiding the inarticulate since 2010

accelerated academy acceleration agency AI Algorithmic Authoritarianism and Digital Repression archer Archive Archiving artificial intelligence automation Becoming Who We Are Between Post-Capitalism and Techno-Fascism big data blogging capitalism ChatGPT claude Cognitive Triage: Practice, Culture and Strategies Communicative Escalation and Cultural Abundance: How Do We Cope? Corporate Culture, Elites and Their Self-Understandings craft creativity critical realism data science Defensive Elites Digital Capitalism and Digital Social Science Digital Distraction, Personal Agency and The Reflexive Imperative Digital Elections, Party Politics and Diplomacy digital elites Digital Inequalities Digital Social Science Digital Sociology digital sociology Digital Universities elites Fragile Movements and Their Politics Cultures generative AI higher education Interested labour Lacan Listening LLMs margaret archer Organising personal morphogenesis Philosophy of Technology platform capitalism platforms Post-Democracy, Depoliticisation and Technocracy post-truth psychoanalysis public engagement public sociology publishing Reading realism reflexivity scholarship sexuality Shadow Mobilization, Astroturfing and Manipulation Social Media Social Media for Academics social media for academics social ontology social theory sociology technology The Content Ecosystem The Intensification of Work theory The Political Economy of Digital Capitalism The Technological History of Digital Capitalism Thinking trump twitter Uncategorized work writing zizek

An example of using Claude to ask questions from Kindle highlights and notes

I extracted my Kindle highlights and notes from Bernard Stiegler’s Philosophising by Accident and shared it in the context of an ongoing conversation about LLMs. Here are Claude’s suggestions for questions which could link Stiegler’s work to the investigation:

  • Reflexivity and the technical mediation of knowledge: In your conversations, you’ve discussed the importance of reflexivity in engaging with knowledge and technology. This relates to Stiegler’s ideas about anamnesis and hypomnesis, and how technical objects mediate our relationship to knowledge. Bold: How does Stiegler’s concept of hypomnesis relate to our discussion about the reflexive use of LLMs in knowledge production and academic work?
  • The phenomenology of relevance: You’ve discussed the “feel of an idea” and how certain concepts or texts become relevant at different times. This connects with Stiegler’s thoughts on temporal objects and how we engage with knowledge over time. Bold: How might Stiegler’s ideas about temporal objects and retention help us understand the phenomenology of relevance we’ve been discussing?
  • Proletarianization and the loss of knowledge: You’ve touched on the idea of proletarianization in relation to LLMs and the potential loss of certain forms of knowledge or skills. This directly relates to Stiegler’s concerns about the industrialization of memory and consciousness. Bold: How does Stiegler’s concept of proletarianization apply to our current moment with LLMs? Are there ways to use these technologies that resist proletarianization?
  • The fuzzy nature of knowledge and LLMs: You’ve discussed the “fuzzy” nature of LLM outputs and how this challenges our preference for exactitude. This relates to Stiegler’s thoughts on the industrialization of memory and the synchronization of consciousness. Bold: How might Stiegler’s ideas about synchronization and diachrony help us think about the “fuzzy” knowledge produced by LLMs?
  • Creativity, iteration, and technical objects: Your discussions have touched on creativity, iteration, and how we relate to technical objects. This connects with Stiegler’s ideas about individuation and the relationship between humans and technical objects. Bold: How does Stiegler’s concept of individuation help us understand the creative potential of human-LLM interactions?
  • The transmission of knowledge across generations: You’ve discussed the importance of transmitting knowledge and the potential risks of losing certain forms of knowledge. This relates to Stiegler’s ideas about epiphylogenesis and the accumulation of cultural knowledge. Bold: How might Stiegler’s concept of epiphylogenesis inform our thinking about the role of LLMs in knowledge transmission and preservation?
  • The emotional and psychic life of knowledge: Your recent suggestion to read “The Madness of Knowledge” connects with Stiegler’s interest in the psychological and emotional aspects of our relationship to knowledge and technical objects. Bold: How might Stiegler’s ideas about psychic and collective individuation inform our understanding of the emotional life of knowledge in the age of LLMs?
  • The changing nature of writing and thinking: You’ve discussed how LLMs might change our processes of writing and thinking. This relates to Stiegler’s ideas about how technical objects shape our cognitive processes. Bold: How does Stiegler’s analysis of writing and other mnemotechnics help us understand the potential impact of LLMs on our writing and thinking processes?

, , , ,
, ,