When completing the second creative project, please keep in mind our discussion on how AI uses literature to gather data and how there are inherent biases in the language we have been (/still are) using in life and on the page. Our goal, as writers of the 21st contrary, is to move away from that. In class, we looked at a variety of methods to think creatively and critically about futures in order to better understand the now. When writing your stories, consider Kai-Fu Lee’s idea that AI will lead to a society that focuses more on human wellbeing, Donella Meadows’ systems thinking, Tim Brown’s design thinking principles, David Graeber’s Bullshit Jobs, as well as Ruud van der Helm’s definition of possible, probable, and plausible futures; like Ted Chiang’s Liking What You See, try to use your imagined piece of technology to create dialogue about the important societal issues in the present. The goal is not to solve the problem or predict the future. Our stories, instead will focus on generating conversations that will guide us to a better tomorrow. “Our very understanding of the world changes the condition of a changing world; and so do our wishes, our motivations, our hopes, or dreams, our phantasies, our hypothesis, our theories. Even our erroneous theories change the world, … All of this amount to the fact that determinism is simply mistaken (emphasis on the original): all of its traditional arguments have withered away and indeterminism and free will have become part of the physical and biological sciences” (Karl Popper, Two New Views of Causality, 1990, p. 7). Rubric 80 – 100 (A) Excellent. An outstanding performance in which the student demonstrates a superior grasp of the subject matter, and an ability to go beyond the given material in a critical and constructive manner. The student demonstrates a high degree of creative and/or logical thinking, a superior ability to organize, to analyze, and to integrate ideas, and a thorough familiarity with the appropriate literature and techniques. 70 – 79 (B) Good. A more than adequate performance in which the student demonstrates a thorough grasp of the subject matter, and an ability to organize and examine the material in a critical and constructive manner. The student demonstrates a good understanding of the relevant issues and a familiarity with the appropriate literature and techniques. 60 – 69 (C) Acceptable. An adequate performance in which the student demonstrates a generally adequate grasp of the subject matter and a moderate ability to examine the material in a critical and constructive manner. The student displays an adequate understanding of the relevant issues, and a general familiarity with the appropriate literature and techniques. 50 – 59 (D) Minimally Acceptable. A barely adequate performance in which the student demonstrates a familiarity with the subject matter, but whose attempts to examine the material in a critical and constructive manner are only partially successful. The student displays some understanding of the relevant issues, and some familiarity with the appropriate literature and techniques. 0 – 49 (F) Fail. An inadequate performance.
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