Isaac Record
Associate Teaching Professor of Philosophy of Science and Technology | Michigan State University
East Lansing, MI, UNITED STATES
Isaac Record researches how technology affects what we know, especially online.
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Industry Expertise (1)
Education/Learning
Accomplishments (4)
AT&T Excellence in Teaching with Technology Award (professional)
2024
Ann Johnson Institute Book Manuscript Workshop (professional)
2023
Center for Advanced Internet Studies Visiting Fellow (professional)
2022
University of Maine TIAA Distinguished Honors Graduate Lecture (professional)
2018
Education (4)
University of Toronto: Ph.D.
University of Toronto: M.A.
University of Maine: B.S., Electrical Engineering
University of Maine: B.S., Computer Engineering
Affiliations (8)
- American Association of Philosophy Teachers
- American Philosophical Association
- Consortium for Socially Relevant Philosophy of/in Science and Engineering
- History of Science Society
- Philosophy of Science Association
- Society for History of Technology
- Society for Philosophy and Technology
- Society for Philosophy of Science in Practice
Links (3)
News (1)
LBC's Isaac Record receives AT&T Excellence in Teaching with Technology Award
Michigan State University online
2024-05-24
“By inviting two complementary modes of thinking – the critical and the constructive – critical making creates space to think together,” says Record, “people can bring their values and cares, their skills and knowledge and integrate them with those of others. After all, learning is not about efficiency, but about making enough space to think something new.”
Event Appearances (3)
Critical Making in service of solving wicked problems
2023 | Society for the Social Studies of Science Honolulu, Hawaii
Crisis of Knowledge on the Internet or a Lacuna in Epistemology?
2023 |Crisis of Knowledge Workshop Milan, Italy
Critical Making and Wicked Problems in the Classroom
2023 | Canadian Society for History and Philosophy of Science (CSHPS) Toronto, Canada
Journal Articles (3)
People, Platforms, and Posts: Reducing the spread of online toxicity by contextualizing content and setting norms
Asian Journal of Philosophy2022 We present a novel model of individual people, online posts, and media platforms to explain the online spread of epistemically toxic content such as fake news and suggest possible responses. We argue that a combination of technical features, such as the algorithmically curated feed structure, and social features, such as the absence of stable social-epistemic norms of posting and sharing in social media, is largely responsible for the unchecked spread of epistemically toxic content online. Sharing constitutes a distinctive communicative act, governed by a dedicated norm and motivated to a large extent by social identity maintenance.
Responsible epistemic technologies: A social-epistemological analysis of autocompleted web search
New Media & Society2017 Information providing and gathering increasingly involve technologies like search engines, which actively shape their epistemic surroundings. Yet, a satisfying account of the epistemic responsibilities associated with them does not exist. We analyze automatically generated search suggestions from the perspective of social epistemology to illustrate how epistemic responsibilities associated with a technology can be derived and assigned. Drawing on our previously developed theoretical framework that connects responsible epistemic behavior to practicability, we address two questions: first, given the different technological possibilities available to searchers, the search technology, and search providers, who should bear which responsibilities?
Using 3D printing to enhance understanding and engagement with young audiences: lessons from workshops in a museum
Curator: The Museum Journal2017 This paper details findings from a collaborative research project that studied children learning to 3D print in a museum, and provides an overview of the study design to improve related future programs. We assessed young visitors’ capacity to grasp the technical specificities of 3D printing, as well as their engagement with the cultural history of shoemaking through the museum's collection. Combining the museum's existing pedagogical resources with hands‐on technology experiences designed by Semaphore researchers, this study enabled both researchers and museum education staff to evaluate the use of 3D‐driven curriculum and engagement materials designed for children visiting cultural heritage museums.
