Alexander M Sidorkin
Biographic Data
| ID | 4605756 |
|---|---|
| NAME | Alexander M Sidorkin |
| GIVEN NAMES | Alexander M |
| FAMILY NAME | Sidorkin |
| SIGNATURE | SIDORKIN A M |
| AFFILIATIONS | California State University, Sacramento |
| ORCID | 0000-0003-1083-8328 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Leverkühn's Leap: Challenging Curricular Sequentism
Leapfrogging effect hypothesis: Generative AI as a permanent scaffold in higher education
This paper introduces the leapfrogging effect hypothesis, proposing that generative AI significantly expands students’ Zone of Proximal Development (ZPD) by permanently scaffolding procedural tasks and enabling earlier engagement with higher-order cognitive activities. Drawing upon foundational theories—including Vygotsky’s ZPD (1978), Cognitive Load Theory (Sweller et al., 2011) and Bloom’s revised taxonomy (Anderson & Krathwohl, 2001)—it argues…
Inclusión relacional: Desafíos y soluciones
Mientras las políticas de inclusión formal han logrado integrar con éxito a diversos estudiantes en aulas regulares, muchos alumnos con necesidades especiales siguen experimentando aislamiento social a pesar de su presencia física. Este artículo teórico introduce y desarrolla el concepto de "inclusión relacional" como un marco para ir más allá de la inclusión formal, abordando la calidad e intencionalidad de las interacciones entre pares en entor…
Educating AI: A Case against Non‐originary Anthropomorphism
The debate over halting artificial intelligence (AI) development stems from fears of malicious exploitation and potential emergence of destructive autonomous AI. While acknowledging the former concern, this paper argues the latter is exaggerated. True AI autonomy requires education inherently tied to ethics, making fully autonomous AI potentially safer than current semi‐intelligent, enslaved versions. The paper introduces “non‐originary anthropom…
The polyphonic relational epistemology
This paper introduces the concept of polyphonic relational epistemology, an extension of relational epistemology that emphasizes knowledge as a dialogic and multivocal process. Drawing on Mikhail Bakhtin's theory of polyphony, the paper argues that the act of knowing emerges from the interaction of multiple, irreducible voices. This approach challenges traditional epistemological frameworks that prioritize individual coherence and logical consist…
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research
Sisyphus in the classroom: Teaching at the end of democracy
The voice of artificial intelligence: Philosophical and educational reflections
Liz JacksonToday lively debates are unfolding about artificial intelligence (Jackson, 2024; Peters et al., 2024; Sidorkin, 2024). Despite these debates, the topic remains undertheorized (Gourlay, 2
Artificial intelligence: Why is it our problem
Embracing liberatory alienation: AI will end us, but not in the way you may think
This paper introduces the concept of "liberatory alienation" to explore the complex relationship between technological advancement, particularly artificial intelligence (AI), and human essence. Building upon and critiquing Marx's theory of alienation, we argue that the externalization of human abilities through technology, while potentially disorienting, can ultimately lead to societal liberation and a redefined conception of humanity. The paper …
Inoculative Education
Disruptive Innovation and the Relational Novelty
This essay is a critique of Clayton Christensen's theory of disruptive innovations as it is applied to education. In it, Alexander Sidorkin shows that education is different from other industries because of its relational nature. Using Boris Groys's theory of novelty, Sidorkin suggests how the “difference beyond difference” can be used to reconstruct the notion of educational innovation
Baumol’s Cost Disease and the Trinitarian Pedagogy
Disability, Dialogue, and the Posthuman
Education for Jobless Society
Campbell’s Law and the Ethics of Immensurability
On the Essence of Education
Response to Frank Margonis’ Review of Labor of Learning: Market and the Next Generation of Educational Reform
Aesthetics and the Paradox of Educational Relation
Journal Article Aesthetics and the Paradox of Educational Relation Get access Charles Bingham, Charles Bingham Search for other works by this author on: Oxford Academic Google Scholar Alexander Sidorkin Alexander Sidorkin Correspondence: Alexander Sidorkin, 550 Education Building, EDFI, Bowling Green State University, Bowling Green, OH 43402, USA E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Schol…
The Fine Art of Sitting on Two Stools: Multicultural Education Between Postmodernism and Critical Theory
Beyond Discourse: Education, the Self, and Dialogue
Beyond Discourse: Education, the Self, and Dialogue
Artificial intelligence: Why is it our problem
Campbell’s Law and the Ethics of Immensurability
Aesthetics and the Paradox of Educational Relation
Journal Article Aesthetics and the Paradox of Educational Relation Get access Charles Bingham, Charles Bingham Search for other works by this author on: Oxford Academic Google Scholar Alexander Sidorkin Alexander Sidorkin Correspondence: Alexander Sidorkin, 550 Education Building, EDFI, Bowling Green State University, Bowling Green, OH 43402, USA E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Schol…
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research
Education for Jobless Society
The voice of artificial intelligence: Philosophical and educational reflections
Liz JacksonToday lively debates are unfolding about artificial intelligence (Jackson, 2024; Peters et al., 2024; Sidorkin, 2024). Despite these debates, the topic remains undertheorized (Gourlay, 2
On the Essence of Education
The Fine Art of Sitting on Two Stools: Multicultural Education Between Postmodernism and Critical Theory
Beyond Discourse: Education, the Self, and Dialogue
Aesthetics and the Paradox of Educational Relation
Journal Article Aesthetics and the Paradox of Educational Relation Get access Charles Bingham, Charles Bingham Search for other works by this author on: Oxford Academic Google Scholar Alexander Sidorkin Alexander Sidorkin Correspondence: Alexander Sidorkin, 550 Education Building, EDFI, Bowling Green State University, Bowling Green, OH 43402, USA E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Schol…
Response to Frank Margonis’ Review of Labor of Learning: Market and the Next Generation of Educational Reform
On the Essence of Education
Campbell’s Law and the Ethics of Immensurability
Education for Jobless Society
Disability, Dialogue, and the Posthuman
Baumol’s Cost Disease and the Trinitarian Pedagogy
Disruptive Innovation and the Relational Novelty
This essay is a critique of Clayton Christensen's theory of disruptive innovations as it is applied to education. In it, Alexander Sidorkin shows that education is different from other industries because of its relational nature. Using Boris Groys's theory of novelty, Sidorkin suggests how the “difference beyond difference” can be used to reconstruct the notion of educational innovation
Inoculative Education
Embracing liberatory alienation: AI will end us, but not in the way you may think
This paper introduces the concept of "liberatory alienation" to explore the complex relationship between technological advancement, particularly artificial intelligence (AI), and human essence. Building upon and critiquing Marx's theory of alienation, we argue that the externalization of human abilities through technology, while potentially disorienting, can ultimately lead to societal liberation and a redefined conception of humanity. The paper …
Inclusión relacional: Desafíos y soluciones
Mientras las políticas de inclusión formal han logrado integrar con éxito a diversos estudiantes en aulas regulares, muchos alumnos con necesidades especiales siguen experimentando aislamiento social a pesar de su presencia física. Este artículo teórico introduce y desarrolla el concepto de "inclusión relacional" como un marco para ir más allá de la inclusión formal, abordando la calidad e intencionalidad de las interacciones entre pares en entor…
Educating AI: A Case against Non‐originary Anthropomorphism
The debate over halting artificial intelligence (AI) development stems from fears of malicious exploitation and potential emergence of destructive autonomous AI. While acknowledging the former concern, this paper argues the latter is exaggerated. True AI autonomy requires education inherently tied to ethics, making fully autonomous AI potentially safer than current semi‐intelligent, enslaved versions. The paper introduces “non‐originary anthropom…
The polyphonic relational epistemology
This paper introduces the concept of polyphonic relational epistemology, an extension of relational epistemology that emphasizes knowledge as a dialogic and multivocal process. Drawing on Mikhail Bakhtin's theory of polyphony, the paper argues that the act of knowing emerges from the interaction of multiple, irreducible voices. This approach challenges traditional epistemological frameworks that prioritize individual coherence and logical consist…
Venturing into the Unknown: Critical Insights into Grey Areas and Pioneering Future Directions in Educational Generative AI Research
Sisyphus in the classroom: Teaching at the end of democracy
The voice of artificial intelligence: Philosophical and educational reflections
Liz JacksonToday lively debates are unfolding about artificial intelligence (Jackson, 2024; Peters et al., 2024; Sidorkin, 2024). Despite these debates, the topic remains undertheorized (Gourlay, 2
Artificial intelligence: Why is it our problem
Leverkühn's Leap: Challenging Curricular Sequentism
Leapfrogging effect hypothesis: Generative AI as a permanent scaffold in higher education
This paper introduces the leapfrogging effect hypothesis, proposing that generative AI significantly expands students’ Zone of Proximal Development (ZPD) by permanently scaffolding procedural tasks and enabling earlier engagement with higher-order cognitive activities. Drawing upon foundational theories—including Vygotsky’s ZPD (1978), Cognitive Load Theory (Sweller et al., 2011) and Bloom’s revised taxonomy (Anderson & Krathwohl, 2001)—it argues…
Philosophy (16 works) · Sociology (16 works) · Epistemology (13 works) · Political science (11 works) · Higher education (10 works) · Psychology (10 works) · Philosophy of education (9 works) · Pedagogy (8 works) · Philosophy (8 works) · Law (7 works)