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The study of artificial intelligence (AI) is indeed a strange
pursuit. Unlike most other disciplines, few AI researchers even
agree on a mutually acceptable definition of their chosen field of
study. Some see AI as a sub field of computer science, others see
AI as a computationally oriented branch of psychology or
linguistics, while still others see it as a bag of tricks to be
applied to an entire spectrum of diverse domains. This lack of
unified purpose among the AI community makes this a very exciting
time for AI research: new and diverse projects are springing up
literally every day. As one might imagine, however, this diversity
also leads to genuine difficulties in assessing the significance
and validity of AI research. These difficulties are an indication
that AI has not yet matured as a science: it is still at the point
where people are attempting to lay down (hopefully sound)
foundations. Ritchie and Hanna [1] posit the following
categorization as an aid in assessing the validity of an AI
research endeavor: (1) The project could introduce, in outline, a
novel (or partly novel) idea or set of ideas. (2) The project could
elaborate the details of some approach. Starting with the kind of
idea in (1), the research could criticize it or fill in further
details (3) The project could be an AI experiment, where a theory
as in (1) and (2) is applied to some domain. Such experiments are
usually computer programs that implement a particular theory.
The study of artificial intelligence (AI) is indeed a strange
pursuit. Unlike most other disciplines, few AI researchers even
agree on a mutually acceptable definition of their chosen field of
study. Some see AI as a sub field of computer science, others see
AI as a computationally oriented branch of psychology or
linguistics, while still others see it as a bag of tricks to be
applied to an entire spectrum of diverse domains. This lack of
unified purpose among the AI community makes this a very exciting
time for AI research: new and diverse projects are springing up
literally every day. As one might imagine, however, this diversity
also leads to genuine difficulties in assessing the significance
and validity of AI research. These difficulties are an indication
that AI has not yet matured as a science: it is still at the point
where people are attempting to lay down (hopefully sound)
foundations. Ritchie and Hanna [1] posit the following
categorization as an aid in assessing the validity of an AI
research endeavor: (1) The project could introduce, in outline, a
novel (or partly novel) idea or set of ideas. (2) The project could
elaborate the details of some approach. Starting with the kind of
idea in (1), the research could criticize it or fill in further
details (3) The project could be an AI experiment, where a theory
as in (1) and (2) is applied to some domain. Such experiments are
usually computer programs that implement a particular theory.
Contributions by Danielle Christmas, Joanna Davis-McElligatt,
Garrett Bridger Gilmore, Spencer R. Herrera, Cassandra Jackson,
Stacie McCormick, Maria Seger, Randi Lynn Tanglen, Brook Thomas,
Michael C. Weisenburg, and Lisa Woolfork Reading Confederate
Monuments addresses the urgent and vital need for scholars,
educators, and the general public to be able to read and interpret
the literal and cultural Confederate monuments pervading life in
the contemporary United States. The literary and cultural studies
scholars featured in this collection engage many different archives
and methods, demonstrating how to read literal Confederate
monuments as texts and in the context of the assortment of
literatures that produced and celebrated them. They further explore
how to read the literary texts advancing and contesting Confederate
ideology in the US cultural imaginary-then and now-as monuments in
and of themselves. On top of that, the essays published here lay
bare the cultural and pedagogical work of Confederate monuments and
counter-monuments-divulging how and what they teach their readers
as communal and yet contested narratives-thereby showing why the
persistence of Confederate monuments matters greatly to local and
national notions of racial justice and belonging. In doing so, this
collection illustrates what critics of US literature and culture
can offer to ongoing scholarly and public discussions about
Confederate monuments and memory. Even as we remove, relocate, and
recontextualize the physical symbols of the Confederacy dotting the
US landscape, the complicated histories, cultural products, and
pedagogies of Confederate ideology remain embedded in the national
consciousness. To disrupt and potentially dismantle these enduring
narratives alongside the statues themselves, we must be able to
recognize, analyze, and resist them in US life. The pieces in this
collection position us to think deeply about how and why we should
continue that work.
Contributions by Danielle Christmas, Joanna Davis-McElligatt,
Garrett Bridger Gilmore, Spencer R. Herrera, Cassandra Jackson,
Stacie McCormick, Maria Seger, Randi Lynn Tanglen, Brook Thomas,
Michael C. Weisenburg, and Lisa Woolfork Reading Confederate
Monuments addresses the urgent and vital need for scholars,
educators, and the general public to be able to read and interpret
the literal and cultural Confederate monuments pervading life in
the contemporary United States. The literary and cultural studies
scholars featured in this collection engage many different archives
and methods, demonstrating how to read literal Confederate
monuments as texts and in the context of the assortment of
literatures that produced and celebrated them. They further explore
how to read the literary texts advancing and contesting Confederate
ideology in the US cultural imaginary-then and now-as monuments in
and of themselves. On top of that, the essays published here lay
bare the cultural and pedagogical work of Confederate monuments and
counter-monuments-divulging how and what they teach their readers
as communal and yet contested narratives-thereby showing why the
persistence of Confederate monuments matters greatly to local and
national notions of racial justice and belonging. In doing so, this
collection illustrates what critics of US literature and culture
can offer to ongoing scholarly and public discussions about
Confederate monuments and memory. Even as we remove, relocate, and
recontextualize the physical symbols of the Confederacy dotting the
US landscape, the complicated histories, cultural products, and
pedagogies of Confederate ideology remain embedded in the national
consciousness. To disrupt and potentially dismantle these enduring
narratives alongside the statues themselves, we must be able to
recognize, analyze, and resist them in US life. The pieces in this
collection position us to think deeply about how and why we should
continue that work.
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