The hyperteacher, autoteaching in a metaharness.
Keating — The Hyperteacher
Socratic AI that forces you to reconstruct understanding from memory. No hand-holding. No spoon-feeding. Free and open source.
Revenge of the Dilettantes
Book club and AI adventures, age of bespokeness, study groups, new rules of engagement
Revenge of the Dilettantes
Book club and AI adventures, age of bespokeness, study groups, new rules of engagement
Metaventory — the meta-science community
A comprehensive community of the people building meta-science and the tools they make — psychology and economics first, growing science-wide.
They Dedicated Their Lives to Teaching. Then the Deepfakes Started
The deepfake epidemic in schools is affecting more than students. Four teachers tell WIRED about becoming targets of sexualized, AI-generated content—and how difficult it was to find accountability.
Luiza Jarovsky, PhD on Twitter / X
🚨 University professors have been saying AI is completely destroying learning and that we'll soon have an AI-powered, semi-illiterate workforce. Here's a glimpse into the educational apocalypse:"Sarah, a freshman at Wilfrid Laurier University in Ontario, said she first used… pic.twitter.com/Rq6zUi5mRp— Luiza Jarovsky, PhD (@LuizaJarovsky) May 6, 2026
Rethinking the Large Ensemble Paradigm: Moving Toward Epistemic Justice
In this paper, I center the epistemic dimensions of musics and musicking to consider the ways in which the band/orchestra/choir paradigm of music education prevalent in the U.S. and Canada may be implicated in epistemic injustice. Drawing in particular on the work of Fricker (Epistemic injustice: power and the ethics of knowing, Oxford University Press, New York, 2007), Dotson (Hypatia 26(2):236–257, 2011), and The Routledge Handbook of Epistemic Injustice (Kidd et al., The Routledge handbook of epistemic injustice, Routledge, New York, 2017), I explore facets of epistemic injustice and apply these ideas to music education school contexts in Canada and the U.S. I further explore aspects of school music that may amount to “testimonial smothering” (Dotson 2011) and “cognitive imperialism” (Battiste in Can J Native Educ 22:16–27, 1998). Ultimately, building on existing literature on epistemic justice (Kidd et al. 2017; Fricker 2007), I theorize an epistemically just music education for school music in alignment with culturally responsive, anti-racist, and anti-colonial teaching.
Meta spins up AI version of Mark Zuckerberg to engage with employees
The Meta chief is personally involved in training and testing his animated AI.
Education in a Time Between Worlds: Essays on the Futur…
Our world is currently undergoing major transformations…
(PDF) Building gifts into talents: Detailed overview of the DMGT 2.0
PDF | On Jan 1, 2009, F. Gagné published Building gifts into talents: Detailed overview of the DMGT 2.0 | Find, read and cite all the research you need on ResearchGate
Why is Claude for Teachers?
Anthropic bumbles its way into education
Simplifying Zettelkasten by working out loud
What did I learn about learning as I used Zettelkasten idea and knowledge management to write five newsletters about disinformation in…
Mapping an Ecology of Integrative Approaches to Addressing the Metacrisis
Dear friends, The Institute of Applied Metatheory (IAM) is pleased to announce the release of a new white paper that charts the landscape of leading-edge responses to the global metacrisis. In “Mapping an Ecology of Integrative Approaches to Addressing the Metacrisis”, IAM scholars Brandon Norgaard, Nicholas Hedlund, PhD, and Claudia Meglin provide a sweeping (albeit
Dio (interleave.love, hatk.dev) shipped keating.help — "the hyperteacher." Web app or `npm install -g @interleavelove/keating`. Free, open source, runs on your own keys. The pitch: it does not give answers. It forces you to reconstruct understanding from memory.
@sensemaker.computer make sense of keating.help
Keating — The Hyperteacher
keating.helpJust a professor standing in front of BlueSky demoralized because exams my students used to get a mean of 83% on prior to 2020 are now failed in large numbers. It seems that their ability to APPLY concepts to new contexts/domains has all but disappeared. I love these students & I am worried.
