Nicolas Tanchuk
Biographic Data
| ID | 6466922 |
|---|---|
| NAME | Nicolas Tanchuk |
| GIVEN NAMES | Nicolas |
| FAMILY NAME | Tanchuk |
| SIGNATURE | TANCHUK N |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-5187-8003 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
“Divisive” Education Legislation in the Midwest
This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain …
Deep ASI Literacy
Artificial intelligence companies and researchers are currently working to create Artificial Superintelligence (ASI): AI systems that significantly exceed human problem‐solving speed, power, and precision across the full range of human solvable problems. Some have claimed that achieving ASI — for better or worse — would be the most significant event in human history and the last problem humanity would need to solve. In this essay Nicolas Tanchuk …
Personalized Learning with AI Tutors
AI tutors are promised to expand access to personalized learning, improving student achievement and addressing disparities in resources available to students across socioeconomic contexts. The rapid development and introduction of AI tutors raises fundamental questions of epistemic trust in education. What criteria should guide students' critical assessments of the epistemic trustworthiness of these new technologies? And furthermore, how should t…
Teachers as Professionals
Background: Despite claims made by teachers, teacher educators, and researchers, the dominant U.S. legal and political practice holds that teachers are not full professionals. Denying teachers’ full professional status limits teachers’ professional autonomy and leaves their work heavily controlled by external authorities. Are these external limits on teachers’ work justified? Definitions of what a full profession is vary, but nearly all require t…
On the Ethical Priority of Problem Solving in Case‐Based Teacher Ethics
A central problem for phronetic case‐based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves …
Adaptation and validation of a test of ethical sensitivity in teaching
This article documents the adaptation, piloting and validation of a measure of teachers’ ethical sensitivity. To create the test, we modified a measure from dentistry drawing on literature in teacher professional ethics and drew on the expertise of professional ethics scholars and practitioners. Based on the results of Rasch analysis combined with traditional approaches to psychometric validation, the instrument was found to be a valid and reliab…
Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid
The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve t…
Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education
Cognitive load theorists Paul Kirschner, John Sweller and Richard Clark argue that an array of inquiry-based pedagogies widely promoted in teacher preparation programmes are out of step with current cognitive science and should be eliminated for novice learners. According to these cognitive load theorists, inquiry-based pedagogies are likely to increase achievement gaps between the lowest and highest achieving students while reducing total learni…
Toward an ethics of professional understanding
In this paper, we advance a novel conception of normative ethics and draw out its implications within the domain of professional ethics. We argue that all moral agents, and thus professionals, share a fundamental and constitutive normative interest in correctly conceiving of their ends. All professionals, we claim, by virtue of their positions of social power, have special role responsibilities in cultivating and sustaining societies oriented by …
Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education
Cognitive load theorists Paul Kirschner, John Sweller and Richard Clark argue that an array of inquiry-based pedagogies widely promoted in teacher preparation programmes are out of step with current cognitive science and should be eliminated for novice learners. According to these cognitive load theorists, inquiry-based pedagogies are likely to increase achievement gaps between the lowest and highest achieving students while reducing total learni…
Toward an ethics of professional understanding
In this paper, we advance a novel conception of normative ethics and draw out its implications within the domain of professional ethics. We argue that all moral agents, and thus professionals, share a fundamental and constitutive normative interest in correctly conceiving of their ends. All professionals, we claim, by virtue of their positions of social power, have special role responsibilities in cultivating and sustaining societies oriented by …
Is Inquiry Learning Unjust? Cognitive Load Theory and the Democratic Ends of Education
Cognitive load theorists Paul Kirschner, John Sweller and Richard Clark argue that an array of inquiry-based pedagogies widely promoted in teacher preparation programmes are out of step with current cognitive science and should be eliminated for novice learners. According to these cognitive load theorists, inquiry-based pedagogies are likely to increase achievement gaps between the lowest and highest achieving students while reducing total learni…
Adaptation and validation of a test of ethical sensitivity in teaching
This article documents the adaptation, piloting and validation of a measure of teachers’ ethical sensitivity. To create the test, we modified a measure from dentistry drawing on literature in teacher professional ethics and drew on the expertise of professional ethics scholars and practitioners. Based on the results of Rasch analysis combined with traditional approaches to psychometric validation, the instrument was found to be a valid and reliab…
Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid
The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve t…
Teachers as Professionals
Background: Despite claims made by teachers, teacher educators, and researchers, the dominant U.S. legal and political practice holds that teachers are not full professionals. Denying teachers’ full professional status limits teachers’ professional autonomy and leaves their work heavily controlled by external authorities. Are these external limits on teachers’ work justified? Definitions of what a full profession is vary, but nearly all require t…
On the Ethical Priority of Problem Solving in Case‐Based Teacher Ethics
A central problem for phronetic case‐based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves …
“Divisive” Education Legislation in the Midwest
This interview-based study examines how justice-oriented K-12 administrators and teachers in Iowa make sense of the recent state-level education policy, H.F. 802. Synthesizing literature on Critical Policy Analysis and epistemic justice, we introduce Critical Epistemic Policy Analysis to understand the micro-level impact of divisive education legislation on efforts to create just and inclusive schools. Findings highlight a sociopolitical terrain …
Deep ASI Literacy
Artificial intelligence companies and researchers are currently working to create Artificial Superintelligence (ASI): AI systems that significantly exceed human problem‐solving speed, power, and precision across the full range of human solvable problems. Some have claimed that achieving ASI — for better or worse — would be the most significant event in human history and the last problem humanity would need to solve. In this essay Nicolas Tanchuk …
Personalized Learning with AI Tutors
AI tutors are promised to expand access to personalized learning, improving student achievement and addressing disparities in resources available to students across socioeconomic contexts. The rapid development and introduction of AI tutors raises fundamental questions of epistemic trust in education. What criteria should guide students' critical assessments of the epistemic trustworthiness of these new technologies? And furthermore, how should t…
Sociology (8 works) · Psychology (7 works) · Pedagogy (6 works) · Epistemology (5 works) · Computer Science (4 works) · Law (4 works) · Philosophy (4 works) · Political science (4 works) · Politics (4 works) · Ethics in medical practice (3 works)