• Margaret Archer as heterodox post-Bourdeusian

• 📣 CfP: Artificial Intelligence in Higher Education: Balancing Equity, Access, and Innovation

• What do we mean by responsible AI? A panel discussion

• 🦾 Ten propositions about generative AI in higher education

• 📚Reading the Archers: an intensive summer 2026 reading group

• The jouissance of spleen, or, bitter cold wind whispers my name

• The two tier future of LLM-infused higher education

• Has there been any improvement in AI detectors over the last 12 months? A GPT 5 Pro literature review

• Why don’t people find the environmental impact of TikTok as grotesque as that of ChatGPT?

• What should you do if your academic publishers asks you to license a monograph for AI training?

• 👾 Three Years On: Generative AI at University of Manchester

• Why we need a better critical theory of LLMs

• Some sociological thoughts on responsible AI

• At some point you had to pick a direction and start swimming: the philosophical anthropology of commitment

• Predatory journals publishing AI slop in the name of famous academics to confer legitimacy

• A precarious sense of clarity about what work matters (and what doesn’t) as I get older

• Universities have already been transformed by generative AI

• 📣 Platform and Agency: Becoming Who We Are now available

• Winter is coming

• Is there a middle ground between bourgeois theory and avant-garde theory?

• LLMs, thoughts and the thinking of those thoughts

• Certified AI-Free Skills and Knowledge: doing all work in person, offline and on paper

• What I mean when I talk about ‘LLMs in the lifeworld’

• Hostility to the techno-determinism as intellectual alibi for political and social harms

• LLMs and a general ambivalence about platform capitalism

• A few thoughts about ChatGPT 5

• The visibility of academics will be shaped through LLMs as much as social media in future

• LLMs become more dangerous as they rapidly get easier to use

• Murakami on the reflexive imperative as you age

• Three modes of working with LLMs in higher education

• Why generative AI guidance for students needs to be embedded in departments

• Calm creation that in opening closes, often ceases by starting

• The gap between student GenAI use and the support students are offered

• Are UK universities ready to cope with generative AI in the 25/26 academic year?

• A review essay on Generative AI for Academics

• A relational sociology of large language models in education

• Thinking With Machines: How Academics Can Use Generative AI Thoughtfully and Ethically

• Exerting yourself to the fullest within your individual limits: the essence of running, and a metaphor for life

• The inevitability and irreversibility of loss

• The Covid-19 pandemic as a social mechanism driving biographical change

• 4 reasons why Copilot is a terrible alternative to Claude, ChatGPT or Gemini

• Readwise.io lets you talk to your notes and it’s amazing

• Webinar: Is it possible for academics to use LLMs in a responsible and ethical way?

• The most common use of LLMs in 2025 is therapy/companionship

• The doom loops of generative AI

• An experiment: how to use Claude Opus 4 to help myself say ‘no’ to stuff at work

• Generative AI and the emergency remote scholarship of the Covid-19 pandemic

• A depressing fable about how ChatGPT is corroding trust in scholarship

• Black Pill Claude’s takedown of ChatGPT and Gemini

• Black Pill Claude’s bleak vision of the coming future: the peaceful extinction of human agency

• How would workplace learning work if there’s an LLM driven removal of entry level jobs?

• Was Jordan Peterson radicalised by his own audience?

• How are students using Generative AI in UK universities?

• Feeding thought shrapnel and fragments to LLMs

• The Prompt Theory: the first genuinely impressive and entertaining AI generated video

• Introducing black pilled Claude 4 Opus

• Are you overworking as an academic?

• Chapters abstracts for my new book

• Taking the AGI pill

• What if universities no longer existed?

• An agenda for repurposing AI in higher education

• Posthumanism provides an (inadvertent) intellectual foundation for the legal claim of LLM personhood

• A reluctant (and partial) defence of Mark Zuckerberg’s claims about AI friends

• 🖥️ Are you running a reading group on Generative AI for Academics?

• A speculative genealogy of accelerationist perspectives

• Why public benefit corporations won’t fix the ethics of platform capitalism

• Does Trump dictate his tweets?

• Are digital elites literally trying to establish a new species?

• What effect will a far-right mass market LLM have on the world?

• The risk of (enshittified) LLMs for mental health

• An example of what an academic AI disclaimer could look like

• How Claude is changing: five observations about Sonnet 3.7

• The millions of instances of (accidental) torture which Ray Kurzweil believes will precede the Singularity

• Another review of Generative AI for Academics

• The Tea Ceremony of Writing: What We Risk Losing with AI

• Four Ways to Use LLMs as a writing partner

• The embodied experience of writing

• LLMs can be used to help us go deeper into creative difficulty

• Machine Writing and the Pleasure of Composition

• Why do I write? The question generative AI implicitly poses to us

• Why it’s not a bad thing for academic writing to be difficult

• Prompting as a literary practice

• The allure of LLMs as professional support at a time of crisis within higher education

• What Makes Writing “Academic” in the Age of Generative AI?

• The epistemopathic dimension of writing with LLMs

• Generative AI and the Anxieties of Academic Writing

• Generative AI and the challenge of unbidden thoughts

• How the GAI Assessment Debate Has Led Us in the Wrong Direction

• Academic writing has always been in flux

• The sensory pleasure of academic writing

• We urgently need to talk about the temptations of LLMs for academics

• Generative AI and thriving in creative darkness

• The subtle pleasures of LLM’s psuedo-understanding

• Finding joy in academic writing: understanding the role of the tools we use

• Machine writing and keeping your inner world awake

• How LLMs change the relationship between thinking and writing

• The Objects With Which We Write: The Materiality of Academic Writing in a Digital Age

• The Joy of Academic Writing in the Age of AI

• Using Generative AI for functional rather than expressive writing

• Finding Joy in the Mud: When and How to Use AI in Academic Writing