Gideon Dishon
Biographic Data
| ID | 768101 |
|---|---|
| NAME | Gideon Dishon |
| GIVEN NAMES | Gideon |
| FAMILY NAME | Dishon |
| SIGNATURE | DISHON G |
| AFFILIATIONS | Ben-Gurion University of the Negev |
| ORCID | 0000-0002-1747-403X |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
What we imagine when we imagine AI: A framework for analyzing speculative storytelling on education and technology
Discourse on technology in education is dominated by deterministic, techno-centric narratives that portray technology as an inevitable force, while positioning education in a reactive role. Speculative storytelling strives to challenge such tendencies and imagine alternative educational futures. However, further clarity is needed concerning the opportunities and trade-offs characteristic of speculative storytelling. Drawing on research in science…
Algorithmic-authors in academia: Blurring the boundaries of human and machine knowledge production
The emergence of large language models (LLMs) that generate human-like texts has raised questions about the boundaries between human-authored and machine-generated outputs. This article examines how LLMs are re-shaping academic knowledge production through the emergence of the Algorithmic-Author. Drawing on Foucault's Author-Function and the Social Construction of Technology approach, we analyze how academic groups negotiate LLMs' roles in schola…
Can we work it out? Affordances and constraints for cultivating perspective‐taking in digital contexts
Frankenstein, Emile , ChatGPT: Educating AI between Natural Learning and Artificial Monsters
The emergence of ChatGPT, and other generative AI (GenAI) tools, has elicited dystopian and utopian proclamations concerning their potential impact on education. This paper suggests that responses to GenAI are based on often‐implicit perceptions of naturalness and artificiality. To examine the depiction and function of these concepts, Gideon Dishon analyzes two pivotal texts in thinking about the natural and artificial — Emile and Frankenstein . …
Artificial intelligence or artificial education? Anti-lessons from fiction
Everyone is cheating, students are offloading all the work to AI, and education as we knew it is doomed! AI will usher a new era of personalized education that does away with obsolete models of sch
AI based personalized learning in ‘The Diamond Age: Artificial subversiveness and human feeling machines
This paper examines visions of AI-personalized learning through an analysis of Neal Stephenson’s Science Fiction Novel ‘The Diamond Age’. While contemporary discourse is often characterized by deterministic visions of AI-based personalization as a panacea to the homogenization and standardization of mass schooling, the novel presents a more nuanced view, both extending and problematizing such narratives. Namely, it portrays AI as key to cultivati…
Designed to Death? The Tensions Underpinning Design in Educational Discourse
From Monsters to Mazes: Sociotechnical Imaginaries of AI Between Frankenstein and Kafka
The emergence of ChatGPT and other Generative AI tools (GenAI) capable of producing human-like texts sparked debates concerning whether we are at the dawn of a new age of writing and meaning-making. Rather than weighing in on the potential impact of GenAI, this paper engages with the implicit sociotechnical imaginaries underpinning reactions to GenAI. One particularly evocative source for sociotechnical imaginaries are fictional texts, which can …
Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
Your shoes or mine? Examining perspective taking in social interaction
I know how to say it, but I still don’t know it in my hands’: Examining practices and epistemology in Forest Education
In recent years, Forest Education has gained increasing traction around the world. Yet its unique features, as well as their relations with other outdoor environmental education approaches, remain undertheorized. This study explores the pedagogical practices of one emerging strand of Forest Education, and the epistemology underpinning it, in order to better position it with respect to other environmental education approaches. The study is based o…
Future uncertainty and the production of anticipatory policy knowledge: The case of the Israeli future-oriented pedagogy project
This paper explores the production of educational policy discourse based on a view of increasing future unpredictability, focusing on how educational policy knowledge is reconceptualized as a form of anticipatory regime. Specifically, we investigate the Israeli Ministry of Education’s Future-Oriented Pedagogy Research and Development Unit, analyzing how the unit produces ways of knowing for policymaking based on the epistemic value of anticipatio…
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
What kind of revolution? Thinking and rethinking educational technologies in the time of Covid-19
Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies; and (3) outline how these developments should reframe …
Pedagogical and epistemic uncertainty in collaborative teacher learning
The new natural? Authenticity and the naturalization of educational technologies
The past 40 years have been characterized by an ongoing shift in the rationale underlying the use of educational technologies – an earlier emphasis on efficiency and engagement has been overshadowed by a vision centered on educational technologies’ capacity to facilitate authentic learning in the inauthentic school context. However, despite its intuitive appeal, authenticity is a vague and contestable concept that warrants further scrutiny. Accor…
The designability paradox: Rethinking authenticity and situatedness in educational video games
Quality of dialogue and emotion regulation in contentious discussions in higher education
Rethinking future uncertainty in the shadow of Covid 19: Education, change, complexity and adaptability
The outbreak of the COVID-19 pandemic in 2020 threw the world into an unexpected turmoil; schools were closed, exams cancelled, and educational systems were forced to react to deep and unexpected changes. In educational policy, however, the idea that we should prepare for an unknown, uncontrollable and risky future has been widely accepted long before the outbreak. Building on insights from complexity theory and the study of dynamic systems, the …
Adaptability and Its Discontents: 21St-Century Skills and the Preparation for an Unpredictable Future
In recent years, the idea that the future is inherently unpredictable has gained considerable currency in educational policymaking. In this paper, we seek to critically examine and analyze the implications that stem from embracing this concept of the future. To do so, we focus on current discussions of 21-century skills, and more specifically on the work of the OECD. First, we offer a brief introduction to the prevailing conceptualization of the …
Making more of games: Cultivating perspective-taking through game design
Citizenship Education through the Pragmatist Lens of Habit: Citizenship Education through the Pragmatist Lens of Habit
Existing scholarship most commonly identifies the aims of citizenship education as cultivating the knowledge, skills and dispositions needed for effective civic participation. This paper sets out to develop an alternative framework relying on the Pragmatist conception of habits. The Pragmatist use of the term ‘habits’ deviates from the everyday connotations of mindless, repetitive modes of action. Instead, habits are presented as ‘vehicles of cog…
Games of character: Team sports, games, and character development in Victorian public schools, 1850–1900
This article examines the ascendance of team sports as tools of “character building” in British Victorian public schools in the second half of the nineteenth century. The focus of this enquiry is the commonly overlooked pedagogical innovation underlying this process – the utilisation of organised games as educational tools. Relying on Roger Caillois' delineation of the unique qualities of game playing, I explore how team sports’ game qualities sh…
Rethinking future uncertainty in the shadow of Covid 19: Education, change, complexity and adaptability
The outbreak of the COVID-19 pandemic in 2020 threw the world into an unexpected turmoil; schools were closed, exams cancelled, and educational systems were forced to react to deep and unexpected changes. In educational policy, however, the idea that we should prepare for an unknown, uncontrollable and risky future has been widely accepted long before the outbreak. Building on insights from complexity theory and the study of dynamic systems, the …
Pedagogical and epistemic uncertainty in collaborative teacher learning
Adaptability and Its Discontents: 21St-Century Skills and the Preparation for an Unpredictable Future
In recent years, the idea that the future is inherently unpredictable has gained considerable currency in educational policymaking. In this paper, we seek to critically examine and analyze the implications that stem from embracing this concept of the future. To do so, we focus on current discussions of 21-century skills, and more specifically on the work of the OECD. First, we offer a brief introduction to the prevailing conceptualization of the …
AI based personalized learning in ‘The Diamond Age: Artificial subversiveness and human feeling machines
This paper examines visions of AI-personalized learning through an analysis of Neal Stephenson’s Science Fiction Novel ‘The Diamond Age’. While contemporary discourse is often characterized by deterministic visions of AI-based personalization as a panacea to the homogenization and standardization of mass schooling, the novel presents a more nuanced view, both extending and problematizing such narratives. Namely, it portrays AI as key to cultivati…
Future uncertainty and the production of anticipatory policy knowledge: The case of the Israeli future-oriented pedagogy project
This paper explores the production of educational policy discourse based on a view of increasing future unpredictability, focusing on how educational policy knowledge is reconceptualized as a form of anticipatory regime. Specifically, we investigate the Israeli Ministry of Education’s Future-Oriented Pedagogy Research and Development Unit, analyzing how the unit produces ways of knowing for policymaking based on the epistemic value of anticipatio…
Games of character: Team sports, games, and character development in Victorian public schools, 1850–1900
This article examines the ascendance of team sports as tools of “character building” in British Victorian public schools in the second half of the nineteenth century. The focus of this enquiry is the commonly overlooked pedagogical innovation underlying this process – the utilisation of organised games as educational tools. Relying on Roger Caillois' delineation of the unique qualities of game playing, I explore how team sports’ game qualities sh…
Games of character: Team sports, games, and character development in Victorian public schools, 1850–1900
This article examines the ascendance of team sports as tools of “character building” in British Victorian public schools in the second half of the nineteenth century. The focus of this enquiry is the commonly overlooked pedagogical innovation underlying this process – the utilisation of organised games as educational tools. Relying on Roger Caillois' delineation of the unique qualities of game playing, I explore how team sports’ game qualities sh…
Citizenship Education through the Pragmatist Lens of Habit: Citizenship Education through the Pragmatist Lens of Habit
Existing scholarship most commonly identifies the aims of citizenship education as cultivating the knowledge, skills and dispositions needed for effective civic participation. This paper sets out to develop an alternative framework relying on the Pragmatist conception of habits. The Pragmatist use of the term ‘habits’ deviates from the everyday connotations of mindless, repetitive modes of action. Instead, habits are presented as ‘vehicles of cog…
Making more of games: Cultivating perspective-taking through game design
The new natural? Authenticity and the naturalization of educational technologies
The past 40 years have been characterized by an ongoing shift in the rationale underlying the use of educational technologies – an earlier emphasis on efficiency and engagement has been overshadowed by a vision centered on educational technologies’ capacity to facilitate authentic learning in the inauthentic school context. However, despite its intuitive appeal, authenticity is a vague and contestable concept that warrants further scrutiny. Accor…
The designability paradox: Rethinking authenticity and situatedness in educational video games
Quality of dialogue and emotion regulation in contentious discussions in higher education
Rethinking future uncertainty in the shadow of Covid 19: Education, change, complexity and adaptability
The outbreak of the COVID-19 pandemic in 2020 threw the world into an unexpected turmoil; schools were closed, exams cancelled, and educational systems were forced to react to deep and unexpected changes. In educational policy, however, the idea that we should prepare for an unknown, uncontrollable and risky future has been widely accepted long before the outbreak. Building on insights from complexity theory and the study of dynamic systems, the …
Adaptability and Its Discontents: 21St-Century Skills and the Preparation for an Unpredictable Future
In recent years, the idea that the future is inherently unpredictable has gained considerable currency in educational policymaking. In this paper, we seek to critically examine and analyze the implications that stem from embracing this concept of the future. To do so, we focus on current discussions of 21-century skills, and more specifically on the work of the OECD. First, we offer a brief introduction to the prevailing conceptualization of the …
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
What kind of revolution? Thinking and rethinking educational technologies in the time of Covid-19
Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies; and (3) outline how these developments should reframe …
Pedagogical and epistemic uncertainty in collaborative teacher learning
Your shoes or mine? Examining perspective taking in social interaction
I know how to say it, but I still don’t know it in my hands’: Examining practices and epistemology in Forest Education
In recent years, Forest Education has gained increasing traction around the world. Yet its unique features, as well as their relations with other outdoor environmental education approaches, remain undertheorized. This study explores the pedagogical practices of one emerging strand of Forest Education, and the epistemology underpinning it, in order to better position it with respect to other environmental education approaches. The study is based o…
Future uncertainty and the production of anticipatory policy knowledge: The case of the Israeli future-oriented pedagogy project
This paper explores the production of educational policy discourse based on a view of increasing future unpredictability, focusing on how educational policy knowledge is reconceptualized as a form of anticipatory regime. Specifically, we investigate the Israeli Ministry of Education’s Future-Oriented Pedagogy Research and Development Unit, analyzing how the unit produces ways of knowing for policymaking based on the epistemic value of anticipatio…
Designed to Death? The Tensions Underpinning Design in Educational Discourse
From Monsters to Mazes: Sociotechnical Imaginaries of AI Between Frankenstein and Kafka
The emergence of ChatGPT and other Generative AI tools (GenAI) capable of producing human-like texts sparked debates concerning whether we are at the dawn of a new age of writing and meaning-making. Rather than weighing in on the potential impact of GenAI, this paper engages with the implicit sociotechnical imaginaries underpinning reactions to GenAI. One particularly evocative source for sociotechnical imaginaries are fictional texts, which can …
Postdigital Videogames Literacies: Thinking With, Through, and Beyond James Gee’s Learning Principles
This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy . Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings togeth…
Algorithmic-authors in academia: Blurring the boundaries of human and machine knowledge production
The emergence of large language models (LLMs) that generate human-like texts has raised questions about the boundaries between human-authored and machine-generated outputs. This article examines how LLMs are re-shaping academic knowledge production through the emergence of the Algorithmic-Author. Drawing on Foucault's Author-Function and the Social Construction of Technology approach, we analyze how academic groups negotiate LLMs' roles in schola…
Can we work it out? Affordances and constraints for cultivating perspective‐taking in digital contexts
Frankenstein, Emile , ChatGPT: Educating AI between Natural Learning and Artificial Monsters
The emergence of ChatGPT, and other generative AI (GenAI) tools, has elicited dystopian and utopian proclamations concerning their potential impact on education. This paper suggests that responses to GenAI are based on often‐implicit perceptions of naturalness and artificiality. To examine the depiction and function of these concepts, Gideon Dishon analyzes two pivotal texts in thinking about the natural and artificial — Emile and Frankenstein . …
Artificial intelligence or artificial education? Anti-lessons from fiction
Everyone is cheating, students are offloading all the work to AI, and education as we knew it is doomed! AI will usher a new era of personalized education that does away with obsolete models of sch
AI based personalized learning in ‘The Diamond Age: Artificial subversiveness and human feeling machines
This paper examines visions of AI-personalized learning through an analysis of Neal Stephenson’s Science Fiction Novel ‘The Diamond Age’. While contemporary discourse is often characterized by deterministic visions of AI-based personalization as a panacea to the homogenization and standardization of mass schooling, the novel presents a more nuanced view, both extending and problematizing such narratives. Namely, it portrays AI as key to cultivati…
What we imagine when we imagine AI: A framework for analyzing speculative storytelling on education and technology
Discourse on technology in education is dominated by deterministic, techno-centric narratives that portray technology as an inevitable force, while positioning education in a reactive role. Speculative storytelling strives to challenge such tendencies and imagine alternative educational futures. However, further clarity is needed concerning the opportunities and trade-offs characteristic of speculative storytelling. Drawing on research in science…
Sociology (18 works) · Psychology (15 works) · Computer Science (14 works) · Epistemology (11 works) · Artificial Intelligence (7 works) · Engineering (7 works) · Pedagogy (7 works) · Ethics and Social Impacts of AI (6 works) · Mathematics education (6 works) · Political science (6 works)