Re-Cognizing Cognition in Education After AI

Postscripts from the Cognitive Intraface
Erscheinungsjahr 2026
ISBN: 978-981-9229-16-1
Verlag: Springer

Buch, Englisch, 109 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: SpringerBriefs on AI and Education

This book introduces the cognitive intraface to designate the interpretive zone where human and Artificial Intelligence (AI) systems interact, reorganizing educational activity through recursive exchanges. Meaning emerges across heterogeneous substrates and cannot be attributed to human or machine alone. Drawing on N. Katherine Hayles, semiotic theory, and media theory, the book reframes cognition as materially grounded interpretation. Organized into forty concise entries, this book adopts a recursive critical format that revisits established educational and technological assumptions, isolating specific problems in AI-mediated learning while clarifying the infrastructural conditions that shape interpretation. This book serves as a valuable resource for scholars, educators, and researchers seeking a rigorous epistemological grounding for designing, analyzing, and critiquing AI-intensive educational environments.

Zielgruppe

Research

Autoren/Hrsg.

Matson, J. Owen

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Mathematik | Informatik EDV | Informatik Angewandte Informatik Computeranwendungen in Geistes- und Sozialwissenschaften

Inhaltsverzeichnis

Introduction.- Chapter 01. Cognition after the Humanist Subject.- Chapter 02. Mediation, Writing, Image, Materiality.- Chapter 03. AI as Technical Cognition and Cognitive Difference.- Chapter 04. The Cognitive Intraface.- Chapter 05. Emergence, Precarity, and Excess.- Chapter 06. Time, Temporality, and Answerability.- Chapter 07. The Postscript as Performative Orientation.

Über Autor(innen)

J. Owen Matson is a media theorist and scholar of cognition, technology, and education whose work examines how Artificial Intelligence (AI) reshapes interpretation, epistemology, and educational practice. He holds a Ph.D. from Princeton University (the United States of America), where he received the Giles Whiting Fellowship and the Dissertation Fellowship from the Center for Human Values. He served as a Brittain Postdoctoral Fellow in Digital Pedagogy at the Georgia Institute of Technology and has taught at the middle school, high school, and university levels. Dr. Matson has held leadership roles in AI-integrated educational systems, content strategy, and editorial governance initiatives, advising organizations on AI communication and educational technology. He is also Co-Editor of the SpringerBriefs on AI and Education series. His scholarship draws on media theory, distributed cognition, and posthuman epistemology to examine AI-mediated meaning-making across educational and technical systems.