Guidance
Discussing Asimov's I, Robot
A publisher's reading guide to robot stories that raise questions about rules, interpretation and responsibility.
Why read it?
Provides stories for thinking about rules and responsibility.
Keep in mind
The guide discusses fiction. The robots in the stories do not describe how existing AI works technically.
Reference details
Title as recorded: Asimovs I, Robot bespreken
Author(s): Not recorded · Year: Not recorded
Publication / host: www.penguinrandomhouse.com
Source language: English
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ArticleCounterpoint
Sleeping Beauty: the counterargument
Lewis responds to Elga on assigning probabilities when you do not know at which moment you have awakened.
Why read it?
Offers a counterpoint to Elga's treatment of the Sleeping Beauty problem.
Keep in mind
The answer depends on the information and assumptions adopted. Read the two positions alongside one another.
Reference details
Title as recorded: Sleeping Beauty: reply to Elga
Author(s): D. Lewis · Year: 2001
Publication / host: Oxford University Press (OUP)
Source language: English
DOI: 10.1111/1467-8284.00291
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Article
How much trust does automation deserve?
Lee and See examine how trust can be matched to what a system can actually do.
Why read it?
Helps investigate both blind trust and unnecessary distrust.
Keep in mind
Appropriate reliance depends on the situation and may change over time.
Reference details
Title as recorded: Trust in Automation: Designing for Appropriate Reliance
Author(s): J. D. Lee; K. A. See · Year: 2004
Publication / host: Oxford University Press (OUP)
Source language: English
DOI: 10.1518/hfes.46.1.50_30392
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Article
Depending on AI when learning
Du and Yuan examine what it means to rely on AI for knowledge while learning.
Why read it?
Explores what a learner needs to be able to assess when AI contributes to the thinking.
Keep in mind
The article develops a philosophical argument. It does not measure the size of effects on learning.
Reference details
Title as recorded: Epistemic dependence in AI-mediated learning
Author(s): Yiran Du; Yijia Yuan · Year: 2026
Publication / host: Springer Science and Business Media LLC
Source language: English
DOI: 10.1007/s00146-026-03294-1
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Classic text
Nietzsche: Thus Spoke Zarathustra
A historical English translation of Nietzsche's work, with passages on eternal recurrence and affirming life.
Why read it?
Offers original passages on the thought that your life might repeat endlessly.
Keep in mind
The work uses poetic and philosophical language and has been interpreted in different ways.
Reference details
Title as recorded: Nietzsche: Thus Spake Zarathustra
Author(s): Not recorded · Year: Not recorded
Publication / host: www.gutenberg.org
Source language: English
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Article
The original ultimatum experiment
Güth, Schmittberger and Schwarze examine how people propose a division of resources and how others accept or reject it.
Why read it?
An original source for exploring fairness and self-interest in decisions.
Keep in mind
The results depend on the rules, the stakes and the social setting.
Reference details
Title as recorded: An experimental analysis of ultimatum bargaining
Author(s): Werner Güth; Rolf Schmittberger; Bernd Schwarze · Year: 1982
Publication / host: Elsevier BV
Source language: English
DOI: 10.1016/0167-2681(82)90011-7
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Article
What do we know about tutoring?
This review brings together experimental research on targeted tutoring in primary and secondary education.
Why read it?
Helps assess different forms of learning support on their own terms.
Keep in mind
Tutoring differs from informal mentoring. The approach and the learners involved affect the results.
Reference details
Title as recorded: The Promise of Tutoring for PreK–12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence
Author(s): Andre Nickow; Philip Oreopoulos; Vincent Quan · Year: 2024
Publication / host: American Educational Research Association (AERA)
Source language: English
DOI: 10.3102/00028312231208687
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Article
AI, learning objectives and assessment
Klar and Schleiss discuss how learning objectives, teaching methods and examinations fit together when students use AI.
Why read it?
Explores what assessment should examine when learners have access to AI.
Keep in mind
This German-language contribution develops ideas. Schools still need to adapt them to their own assessment policies.
Reference details
Title as recorded: Künstliche Intelligenz im Kontext von Kompetenzen, Prüfungen und Lehr-Lern-Methoden
Author(s): Maria Klar; Johannes Schleiss · Year: 2024
Publication / host: OAPublishing Collective
Source language: German
DOI: 10.21240/mpaed/58/2024.03.24.x
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Article
Losing track through automation
Endsley and Kiris examine problems that can arise when people become less actively involved in automated processes.
Why read it?
Helps ask whether someone can still intervene when a system behaves unexpectedly.
Keep in mind
The conclusions concern the tasks and levels of automation studied.
Reference details
Title as recorded: The Out-of-the-Loop Performance Problem and Level of Control in Automation
Author(s): Mica R. Endsley; Esin O. Kiris · Year: 1995
Publication / host: SAGE Publications
Source language: English
DOI: 10.1518/001872095779064555
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Reference work
CRediT: who contributed what?
CRediT provides a taxonomy for describing who made which contributions to research.
Why read it?
Helps name contributions to collaborative knowledge work explicitly.
Keep in mind
Identifying contributions does not, by itself, determine who should be listed as an author.
Reference details
Title as recorded: CRediT: wie droeg wat bij?
Author(s): Not recorded · Year: Not recorded
Publication / host: credit.niso.org
Source language: English
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Reference work
Informal logic and everyday arguments
An introduction to examining arguments as people use them in everyday life.
Why read it?
Provides background for learning to assess ordinary conversations and discussions.
Keep in mind
Different theories of argumentation emphasise different aspects.
Reference details
Title as recorded: Informal Logic
Author(s): Groarke, Leo · Year: 1996
Publication / host: plato.stanford.edu
Source language: English
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ArticleStarting point
AI and the illusion of scientific understanding
Messeri and Crockett examine how AI can make us feel that we understand something while blind spots remain.
Why read it?
Explores the difference between a convincing answer and genuine understanding.
Keep in mind
The article develops a perspective on the problem. It does not measure how often or how strongly researchers experience it.
Reference details
Title as recorded: Artificial intelligence and illusions of understanding in scientific research
Author(s): Lisa Messeri; M. J. Crockett · Year: 2024
Publication / host: Springer Science and Business Media LLC
Source language: English
DOI: 10.1038/s41586-024-07146-0
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Article
Challenger: when an organisation misses knowledge
This analysis uses the Challenger disaster to consider knowledge failures in organisations and possible parallels with generative AI.
Why read it?
Helps examine the organisation around a technical system.
Keep in mind
A historical comparison can raise questions. It does not, by itself, establish the causes of current AI risks.
Reference details
Title as recorded: Historical failures and epistemic accidents: NASA’s Challenger disaster and the organizational risks of Generative AI
Author(s): Deniz Tunçalp · Year: 2026
Publication / host: Emerald
Source language: English
DOI: 10.1108/jmh-09-2025-0162
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Article
Delegating cognitive work to tools
Risko and Gilbert discuss how people delegate some of their cognitive work to tools and their environment.
Why read it?
Provides background for asking what we outsource and what we continue to do ourselves.
Keep in mind
This can help or have disadvantages. The effect depends on the task and how the tool is used.
Reference details
Title as recorded: Cognitive Offloading
Author(s): Evan F. Risko; Sam J. Gilbert · Year: 2016
Publication / host: Elsevier BV
Source language: English
DOI: 10.1016/j.tics.2016.07.002
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Article
Bernoulli: what is a risk worth?
Bernoulli uses the St Petersburg paradox to examine how we weigh risk and utility.
Why read it?
An original source for asking why a probability calculation does not explain our entire decision.
Keep in mind
This is a 1954 English translation of work from 1738. Utility and an amount of money are not the same thing in the argument.
Reference details
Title as recorded: Exposition of a New Theory on the Measurement of Risk
Author(s): Daniel Bernoulli · Year: 1954
Publication / host: JSTOR
Source language: English
DOI: 10.2307/1909829
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Article
Hempel and the raven paradox
Hempel asks which observations support a general statement such as “all ravens are black”.
Why read it?
An original source for asking what counts as confirmation of a belief.
Keep in mind
This is a logical and philosophical analysis. Support for a statement does not amount to certainty.
Reference details
Title as recorded: I.—STUDIES IN THE LOGIC OF CONFIRMATION (I.)
Author(s): CARL G. HEMPEL · Year: 1945
Publication / host: Oxford University Press (OUP)
Source language: English
DOI: 10.1093/mind/liv.213.1
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Chapter
Why human researchers do not simply disappear
This philosophical chapter examines the role people retain when scientists use machine learning.
Why read it?
Offers a counterpoint to the idea that AI simply replaces human knowledge workers.
Keep in mind
The argument concerns a particular research practice. It does not predict the future of every occupation.
Reference details
Title as recorded: Why Are Human Epistemic Agents Not Displaced in Machine Learning Scientific Inquiries? A Practice Perspective on ML in Science
Author(s): Sahra A. Styger; Marianne de Heer Kloots; Oskar van der Wal; Federica Russo · Year: 2026
Publication / host: Springer Nature Switzerland
Source language: English
DOI: 10.1007/978-3-032-03083-2_15
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Article
AI and scientific creativity
Duede discusses how AI may change the role of disciplines and human creativity in research.
Why read it?
Explores what AI adds to the development of new research questions and ideas.
Keep in mind
This is a recent philosophical contribution. Its version and publication status may change.
Reference details
Title as recorded: AI and the Decentering of Disciplinary Creativity
Author(s): Eamon Duede · Year: 2026
Publication / host: Cambridge University Press (CUP)
Source language: English
DOI: 10.1017/psa.2026.10262
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