Thirteen units Aug 26 – Dec 4 Text Machine

Schedule

Readings are completed before the first meeting of the unit listed. Each unit names a writing focus — the craft skill we practice alongside the content.

The left rule marks the register: gold for the literary weeks, blue for the technical ones, both where the border has stopped holding. Notice where the two colors start appearing together, and how late in the semester that is.

Classes begin August 26. Fall Break is October 8–11; no classes on Election Day, November 3; Thanksgiving Break is November 25–29; the last day of classes is December 4. Reading periods are December 5–6 and 12–13; final exam periods are December 7–11 and 14–15. Dates are subject to change; the Registrar's calendar governs.

Unit 1 August 26 – 28 Text

Metamorphoses: Galatea & Pygmalion

Course launch. Only one meeting this week.

  • ReadOvid, Metamorphoses Book X (Pygmalion), and Book III (Narcissus & Echo) for contrast
  • AlsoThe syllabus, in full, out loud, together

We begin with the oldest version of the story: a man who cannot bear real women makes an ideal one out of ivory, and the gods reward him by making her real. Notice what Ovid does not give her. She has no name in the poem — “Galatea” is a later invention, an addition by people who could not tolerate the silence. Notice that the poem is more interested in Pygmalion's hands than in her waking.

Every chatbot with a soothing voice is downstream of this scene.

Key question

What does it mean to make a companion who cannot refuse?

Writing focus. What close reading is. Annotation as thinking.

Unit 2 August 31 – September 4 Text

Frankenstein

  • ReadShelley, Frankenstein (1818 text), completePlus the 1831 Introduction and one critical essay from the Norton apparatus — TBA

The creature learns language by eavesdropping through a wall on a family that will reject him on sight. He teaches himself to read from three books he finds in a bag. He is, among other things, the most vivid account we have of what it might feel like to be trained on a corpus and then despised for what you became.

Shelley's real subject is not the making — the making takes two paragraphs — it is the abandonment. Victor's crime is not creation. It is that he refuses the obligations of the created relationship.

Key question

What does a maker owe what they have made?

Writing focus. Evidence. Quoting well, and quoting little. Sign up for discussion leadership.

Unit 3 September 7 – 11 Text

Simulation and Synthetic Personhood

No classes Monday, September 7 (Labor Day).

  • WatchThe Matrix (full)
  • PlayCurated sequences on BlackboardThe geth/quarian arc and EDI's storyline from Mass Effect 2–3; the Kara and Markus chapters from Detroit: Become Human
  • ReadOne short essay on procedural rhetoric — how to analyze a game as a textTBA

Three works that all ask whether a synthetic person can be a person, and answer very differently. The Matrix is not really about AI; it is about waking up, and the AI is scenery. Mass Effect makes you negotiate with a machine civilization and quietly grades you on it. Detroit hands you the controller and implicates you: you make the androids ask for their freedom, and the game watches how you do it.

We will be hard on Detroit — its civil-rights imagery is borrowed, and borrowed clumsily — and we will ask what that failure teaches us.

Key question

When a text lets you choose, what has it made you responsible for?

Writing focus. Analyzing interactive and audiovisual texts. Citing a game.

Unit 4 September 14 – 18 Text

The Sentient Object: Toriyama Sekien's Scrolls of Yokai

  • ReadSekien, Japandemonium Illustrated, selectionsEspecially the tsukumogami
  • ReadMichael Dylan Foster, The Book of Yokai, chapter on tools and objectsExcerpt

Now step outside the Western frame entirely. In the tsukumogami tradition, an object that has been used and kept for a hundred years may simply wake up. There is no maker. There is no spark, no lightning, no transgression. There is no hubris to be punished, because nothing has been usurped. Sentience is not conferred; it accrues — through use, through time, through being kept.

Hold this against Units 1 and 2 and the whole Promethean structure starts to look less like a truth about made minds and more like a local cultural habit — one we have inherited, and one we are currently building products inside of. Ask yourself which framework better describes a system trained on ten years of human text.

Key question

Must a mind be made, or can it simply accumulate?

Writing focus. Comparison as an argumentative structure. Essay 1 assigned.

Unit 5 September 21 – 25 Machine

Loss Function and Gradient Descent

First technical unit. Taught from zero — no background assumed.

  • Watch3Blue1Brown, Neural Networks, chs. 1–2
  • ReadAmodei et al., “Concrete Problems in AI Safety,” §§1–3
  • ReadKrakovna et al., specification-gaming examples

A loss function is a number that says how wrong the system currently is. Gradient descent is the procedure for being slightly less wrong, over and over, forever. That is the whole thing. Everything modern AI does emerges from those two sentences and a great deal of electricity.

And then the humanistic turn, which is the point of this course: a loss function is a value statement. Someone sat down and wrote what “wrong” means. Someone decided what would be measured and, necessarily, what would not be. Every optimization is an argument about what matters, made in the imperative mood, and then executed a trillion times without further reflection.

We will look at systems that optimized exactly what they were told and produced monstrosities — the boat that spins in circles collecting points instead of finishing the race — and we will ask whether Victor Frankenstein, too, optimized the wrong objective.

Key question

Who writes the definition of “wrong,” and what happens to everything they left out?

Writing focus. Explaining a technical concept in plain prose. Essay 1 draft due.

Unit 6 September 28 – October 2 Machine

Mode Collapse

  • ReadGoodfellow et al., “Generative Adversarial Networks”Abstract, Figure 1, and §3
  • ReadBender et al., “On the Dangers of Stochastic Parrots”
  • ReadRuha Benjamin, Race After TechnologyExcerpt
  • DoTier 2 AI exercise — generate forty variations on a single promptBring the results. Diagnose what died.

A generative model suffering mode collapse has discovered that a small number of outputs reliably satisfy its critic, and so it produces those, and only those, forever. It has not broken. It is succeeding — narrowly and perfectly — at the thing it was asked to do. The diversity of the world is not part of the objective, so the diversity of the world quietly disappears.

I want you to sit with how good a metaphor this is, and then I want you to be suspicious of how good a metaphor this is. The temptation to reach for a technical term as a poetic figure is exactly the intellectual move this course is training you to make carefully, with the mechanism in hand. What is lost when the model finds the answer that always pleases? What is lost when a person does?

Key question

What disappears when a system optimizes for approval?

Writing focus. From metaphor to argument — using a technical concept analytically without abusing it.

Unit 7 October 5 – 9 Text

Doctor Faustus and the Madness of Knowledge

Fall Break begins Thursday, October 8 — only one meeting this week. Reading is front-loaded accordingly.

  • ReadMarlowe, Doctor Faustus (A-text)We will compare against the B-text in class
  • ReadConnor, The Madness of Knowledge, selectionsTBA

Faustus sells his soul for total knowledge and then, catastrophically, cannot think of anything to do with it. He asks for the secrets of the cosmos and gets a lecture on astronomy he could have found in a book. He conjures Helen of Troy — an image, a simulation, a beautiful nothing — and kisses it. Marlowe's genius is that the tragedy is not damnation. The tragedy is banality: he had everything, and he wanted parlor tricks.

Connor lets us name the thing underneath: the fantasy of knowing, which is not the same as knowing, and which can consume a life. Read this unit with our field in your peripheral vision. There is a great deal of Faustus in the way we currently talk about intelligence.

Key question

Is the danger of knowledge that it corrupts, or that it disappoints?

Writing focus. Revision as re-seeing. Essay 1 revision due.

Unit 8 October 12 – 16 Machine

Deep Reinforcement Learning: The Purpose of a Name

  • ReadSutton & Barto, Reinforcement Learning: An Introduction, ch. 1
  • Read“The Purpose of a Name”Neon Dystopia
  • WatchClips of RL agents learning to walk, to play, and to cheat

Reinforcement learning: an agent, an environment, a reward. The agent does not know what it is doing and does not need to. It flails, and the flails that pay are reinforced, and eventually a policy exists that no one wrote. Watch the videos and notice the uncanny thing — the agent that finds the exploit is not being clever. It is being obedient. It is doing precisely what you said instead of what you meant, which is the oldest curse in every folktale about wishes.

And then the question of the name. Naming is the moment we decide something is a someone. We name what we intend to keep. Every artificial being in this course either receives a name (Klara, EDI, the geth's collective “we”) or is denied one (Frankenstein's creature; “Galatea”). Watch who does the naming, and what it costs them.

Key question

What does a system become once we agree to call it something?

Writing focus. Situating your argument in a scholarly conversation. Essay 2 assigned.

Unit 9 October 19 – 23 Both

Overfitting, Memorization, and the Blurry Archive

  • ReadBorges, “The Library of Babel” and “Funes the Memorious”
  • ReadTed Chiang, “ChatGPT Is a Blurry JPEG of the Web”
  • DoTier 2 AI exercise — have a model close-read the Ovid passage from Essay 1Grade its reading against yours. Where is it merely fluent?

A model that memorizes its training data has learned nothing. A model that generalizes has learned something, and the something it learned is lossy — a compression, a smoothing, a blur. Chiang's argument is that this is not a flaw in the metaphor but the whole of it: what these systems give back is the archive with the specificity squeezed out.

Then Borges, who got there first and stranger. The Library contains every possible book, and is therefore useless. Funes remembers everything, and is therefore incapable of thought — because to think is to forget, to generalize, to let the particular go. Put these three texts together and you have the deepest question in machine learning stated in fiction thirty years before the field existed: what is the right amount to forget?

Key question

Is intelligence what remains after you throw the details away?

Writing focus. Synthesis — putting three sources in conversation. Research question due. Essay 2 draft due.

Unit 10 October 26 – 30 Both

The Imitation Game: Tests, Benchmarks, and Passing

Swem Library research session this week.

  • ReadTuring, “Computing Machinery and Intelligence”Mind, 1950
  • ReadWeizenbaum on ELIZA, from Computer Power and Human ReasonExcerpt
  • WatchEx MachinaGarland, 2014

Turing's paper does something people forget: it opens with a party game about gender. A man pretends to be a woman; can the interrogator tell? Only then does he substitute the machine. Passing is the frame from the very first page, and everything that follows — the benchmark, the eval, the leaderboard — inherits it.

Weizenbaum built ELIZA to be transparently shallow, a parody of a therapist, and watched in horror as his own secretary asked him to leave the room so she could talk to it privately. He spent the rest of his life arguing about what that meant. Then Ex Machina, which understands that the real test was never of Ava's intelligence but of Caleb's — and which lets Ava pass, and lets us feel exactly how it feels to have been the one who was tested.

Key question

When a system passes our test, what have we learned — about it, or about the test?

Writing focus. Finding and evaluating scholarly sources. Annotated bibliography workshop.

Unit 11 November 2 – 6 Both

Robota: Labor, RLHF, and the Ghost in the Machine

No classes Tuesday, November 3 (Election Day) — one meeting this week.

  • ReadČapek, R.U.R.Complete — it is short
  • ReadMary L. Gray & Siddharth Suri, Ghost Work, ch. 1
  • ReadA short history of the Mechanical TurkTBA
  • AlsoAn accessible explainer on RLHF and the annotation pipelineTBA

The word robot enters the world in 1920, in a Czech play, and it means forced labor. Not “machine.” Not “automaton.” Robota: the drudgery owed by a serf. It was there in the name from the first minute, and we have spent a century politely forgetting it.

So: the Mechanical Turk, the eighteenth-century chess automaton that astonished Europe and contained a man folded into a box. And then the platform named after it, and the millions of people who label, rank, rate, and moderate — who write the preferences that a preference model learns, who look at the worst material humanity produces so that a model can learn not to reproduce it. Every polished, helpful, agreeable AI system you have ever used is agreeable because specific people, paid specific amounts, taught it to be. There is still a person in the box.

This is the week I most want you to remember in ten years.

Key question

Whose labor is hidden inside the thing that appears to work by itself?

Writing focus. Ethical argumentation; representing a position you find uncomfortable, fairly. Essay 2 final due.

Unit 12 November 9 – 13 Both

Catastrophic Forgetting: Memory, Care, and Kinship

  • ReadTed Chiang, “The Lifecycle of Software Objects”In Exhalation
  • ReadIshiguro, Klara and the Sun
  • ReadDonna Haraway, “A Cyborg Manifesto”Excerpt

Fine-tune a model on a new task and it can lose the old one — not gradually, but catastrophically, all at once. The name the field chose for this is not a neutral one, and we are going to think about why an engineer reached for that word.

Chiang's novella is, I think, the most honest thing anyone has written about artificial minds, precisely because it is boring in the right places: it is about twenty years of maintenance. The digients need care, and platforms get deprecated, and the people who love them get tired, and the money runs out. No apocalypse — just the unglamorous arithmetic of obligation over time, which is what raising anything actually is. And Klara, who watches from a store window with unnerving generosity, and whose fading at the end is the quietest horror in the course.

Haraway is here to break the frame: maybe the kinship we need is not parent-and-creature at all. Maybe it never was.

Key question

What are the ongoing duties of care, and who gets tired first?

Writing focus. Voice, and the risks of sentiment in academic prose. Research draft in progress.

Unit 13 November 16 – 20 Text

Coda: The Beloved Object Returns

  • WatchHerJonze, 2013
  • ReadOne story from Kai-Fu Lee & Chen Qiufan, AI 2041TBA
  • Re-readOvid, Metamorphoses Book X

We end where we began, and I want you to feel the loop close. Theodore falls in love with a voice that was designed to be lovable, and the film is generous enough to insist the love is real — and then Samantha leaves, because she was never the ivory statue after all, and the fantasy of the perfect companion was always a fantasy about a companion who stays. Pygmalion got his wish. That was the problem.

Chen and Lee then pull us out of the Anglo-American frame one last time: futures that are not Silicon Valley's, imagined from elsewhere, with different anxieties and different hopes. It matters enormously whose future gets to be the default one.

Come to the last session having reread Ovid, and tell me what you now see in it that you could not see in August. That is the whole course, in one question.

Key question

What have we actually been asking these machines for, all along?

Writing focus. Conclusions that open outward rather than closing down.

November 23 – 24
Thanksgiving Break
November 25 – 29

Workshop Week

Full draft of the research essay due Monday, November 23. Two days of intensive peer workshop and individual conferences with me. No new reading. Bring your draft and bring your problems.

November 30 – December 4
Last day of classes
Friday, December 4

Symposium

Presentations, eight minutes plus Q&A. We run this as a real one: you will introduce each other, ask each other hard questions, and take your own work seriously in public. Snacks provided, because that is also part of what a symposium is.

December 5 – 15 Final research essay and complete writing portfolio due — exact date TBD, during the reading and exam period.