‘…Einstein’s Most Rational Dimension of Noetic Life and the Teddy Bear…’ An Interview with Bernard Stiegler on Childhood, Education and the Digital

Kouppanou, Anna

doi:10.1007/s11217-015-9504-1

Cited by 10 publications

(4 citation statements)

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“…Multigene transformation can introduce multiple genes, such as insect resistance and salt tolerance genes, into the same plant genome, altering multiple traits at the same time and improving the comprehensive resilience of plants (Lian et al, 2008;Sun et al, 2011). However, multigene genetic transformation still faces a series of technical challenges, such as exogenous gene silencing, multigene interaction, and efficient expression (Jin et al, 2015;Ren et al, 2015). It is particularly important to explore the stable existence and efficient expression of exogenous genes during multigenic transformation (Ren et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Expression of Multiple Exogenous Insect Resistance and Salt Tolerance Genes in Populus nigra L.

et al. 2020

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Four exogenous genes, Cry3A , Cry1Ac, mtlD, and BADH , were inserted into the p1870 vector to obtain multigenic transgenic Populus nigra L. with improved insect resistance and salt tolerance. During vector construction, different promoters were used for each gene, the AtADH 5′-UTR enhancer was added between the Cry1Ac promoter and the target gene, and the matrix attachment region (MAR, GenBank: U67919.1) structure was added at both ends of the vector. It was then successfully transferred into the genome of European black poplar by Agrobacterium-mediated leaf disk transformation, and a total of 28 transgenic lines were obtained by kanamycin screening. Five events with the highest insect resistance were selected based on preliminary tests: nos. 1, 7, 9, 12, and 17. PCR, real-time PCR, and enzyme-linked immunosorbent assays (ELISA) were used to detect the expression of exogenous genes and to analyze the Bt protein toxin levels in transgenic lines from June to October. PCR results showed that all four genes were successfully introduced into the five selected lines. Fluorescence quantitative PCR showed no significant differences in the transcript abundance of the four exogenous genes between different lines. A Bt protein toxin assay showed that the Cry3A protein toxin content was significantly higher than the Cry1Ac protein toxin content by approximately three orders of magnitude. Levels of the two toxins were negatively correlated. Over the course of the growing season, Cry1Ac content raised and varied between 0.46 and 18.41 ng·g −1 . Cry3A content decreased over the same time period and varied between 2642.75 and 15775.22 ng·g −1 . Indoor insect feeding assay showed that the transgenic lines had high insect resistance, with mortality rates of 1–2-year-old Hyphantria cunea larvae reaching more than 80%, and those of Plagiodera versicolora larvae and nymphs reaching 100%. No. 17 and no. 12 lines had better insect resistance to Lepidoptera and Coleoptera pests. There was no clear improvement in salt tolerance of the transgenic lines, but comprehensive evaluation of 11 salt tolerance indicators showed that lines no. 17 and no. 7 had certain degrees of salt tolerance.

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Section: Introductionmentioning

confidence: 99%

Expression of Multiple Exogenous Insect Resistance and Salt Tolerance Genes in Populus nigra L.

et al. 2020

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“…In the preamble to an interview with Stiegler about childhood, education and the digital, Anna Kouppanou (2016) asks:…”

Section: Posthumanism and Technoethicsmentioning

confidence: 99%

Artificial Intelligence and Teachers’ New Ethical Obligations

Adams¹,

Pente²,

Lemermeyer³

et al. 2022

IRIE

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Largely thought to be immune from automation, the teaching profession is now being challenged on multiple fronts by new digital infrastructures and smart software that automate pedagogical decision-making and supporting teaching practises. To better understand this emerging and ethically fraught intensification of technologies in today’s classrooms, we asked, “what new ethical obligations are teachers facing as a result of AI technology adoption in schools?” We began by defining AI, then turned to posthumanism to grapple with how networked, AI-enhanced digital technologies extend and intermesh with human beings cognitively, affectively, morally, corporeally, spatially, temporally, socially and politically. We catalogued Artificial Intelligence (AI) technologies that have been deployed in some of today’s K-12 classrooms (AIEDK-12)s and developed a topology of AIEDK-12 technologies based on (1) teachers’ professional activities being supported by AI, (2) AI being used by and for learners to facilitate their learning and development; (3) additions to K-12 curricula about AI; and (4) AI-based technologies being used by schools, districts and ministries of education to inform decisions that affect teachers. We then consider how a posthumanist investigative approach to disclosive ethics —”interviewing objects”— can shed new light on the implications of widespread deployment of AIEdK12 on teachers’ work. We interviewed three AI-based educational applications, recasting teachers and students as involved and evolving human-AI hybrids. In the process, we uncovered some of the new complications and ethical conundrums being introduced to teachers’ professional practises.

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“…Stiegler develops this in other works, and I will therefore now read these in order to elaborate on this. Specifically, I will read some remarks from an interview on childhood (Kouppanou 2016) and from his book What Makes Life Worth Living (2013b).…”

Section: Stiegler's Positive Notion Of Childhoodmentioning

confidence: 99%

“…However, the space opened up through the transitional object cannot then be reduced either to internal reality or external reality. Stiegler understands this space-conceptualized by Winnicott as "potential space"-as the "plane of consistencies" (see Kouppanou 2016). This is the domain of non-existent objects, or in other words: ideal objects.…”

Section: Stiegler's Positive Notion Of Childhoodmentioning

confidence: 99%

Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization

Keij

2020

Stud Philos Educ

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This article assesses Bernard Stiegler’s critique of infantilization. Contemporary education—and society in general—would no longer develop children into adults, but would keep them in their childish state. Stiegler’s critique is explicitly inspired by Enlightenment ideals, characterized by a positive notion of maturity and a negative notion of childhood and immaturity. Infantilization is for Stiegler therefore immediately a negative development. However, Stiegler’s works also contain a positive understanding of childhood and of the extension of childish characteristics into adulthood. The main thesis of this article is that this results in an unresolved tension in Stiegler’s work. I therefore propose a notion of infantilization not as solely negative, but as fundamentally ambivalent and risky. The continuation of childhood into maturity is necessary for the life of the mind, yet it can also foreclose maturity altogether. I use this new notion of infantilization to correct some of Stiegler’s radically conservative views on education and on the care for the new generations.

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‘…Einstein’s Most Rational Dimension of Noetic Life and the Teddy Bear…’ An Interview with Bernard Stiegler on Childhood, Education and the Digital

Cited by 10 publications

References 1 publication

Expression of Multiple Exogenous Insect Resistance and Salt Tolerance Genes in Populus nigra L.

Expression of Multiple Exogenous Insect Resistance and Salt Tolerance Genes in Populus nigra L.

Artificial Intelligence and Teachers’ New Ethical Obligations

Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization

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