In this episode, we explore how social annotation can disrupt traditional hierarchies of knowledge, highlighting the tension between singular expert knowers and crowdsourced, collective understanding. Using Plato’s Crito as a leaping off point, Manny and Jeanette examine how collaborative reading might co-construct understanding, drawing connections to social epistemology, social ethics, and the pursuit of justice in intellectual spaces. Listeners are invited to consider the ways that knowledge is not merely received but actively shaped by communities, and how fostering inclusive, reflective discourse can disrupt gatekeeping in educational and social institutions alike.

Further Reading

Social Annotation & Collaborative Reading
• Brown, Mark, et al., editors. Social Annotation in the Digital Age. MIT Press, 2021.
• Kalir, Jeremy, and Antero Garcia. Annotation. MIT Press, 2021.
• Marshall, Catherine C. “Annotation: From Paper Books to the Digital Library.” Proceedings of the ACM Digital Libraries Conference, 1997.

Social Epistemology
• Fricker, Miranda. Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press, 2007.
• Goldman, Alvin. Knowledge in a Social World. Oxford University Press, 1999.
• Medina, José. The Epistemology of Resistance. Oxford University Press, 2013.

Social Ethics
• Addams, Jane. Democracy and Social Ethics. Macmillan, 1902.
• Allen, Danielle. Talking to Strangers. University of Chicago Press, 2004.
• Nussbaum, Martha C. Cultivating Humanity. Harvard University Press, 1997.

Plato & Interpretive Context
• Griswold, Charles L. Plato on Rhetoric and Poetry. Stanford University Press, 2008.
• Plato. Euthyphro and Crito. Translated by G. M. A. Grube, revised by C. D. C. Reeve, Hackett, 1992.

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University

**PLEASE NOTE**  This episode was produced in December 2025, prior to recent acts of violence in the United States. Its discussion of dissent is historical, philosophical and pedagogical, not a commentary on current events. 

In this episode we consider the political and personal costs of philosophy through Plato’s Apology. 

By examining Socrates’ trial, conviction, and refusal to escape Athens, the discussion challenges simplistic notions of civic duty and legal obedience. Socrates emerges not as a martyr to abstract principle, but as a thinker who forces his community to confront the tension between law, justice, and conscience. The episode frames Socratic dissent as a civic necessity rather than a threat, disrupting contemporary assumptions that stability requires conformity.

Sources

·       Ahmadov, Anar. (2011). "When great minds don't think alike: using mock trials in teaching political thought." PS: political science & politics, 44(03), 625-628.

·       Anton, J. P. (1965). "John Dewey and ancient philosophies." Philosophy and Phenomenological Research, 25(4), 477–499.

·       Betz, J. (1980). "Dewey and Socrates." Transaction of the Charles S. Peirce Society, 16, 329–356.

·       Deardorff, Michelle Donaldson, and Jilda Aliotta. (2000). "Playing Justice: The Role of Simulation in Teaching and Assessing the Teaching of Public Law." Paper presented at the Annual Meeting of the American Political Science Association.

·       Dewey, John. The Early Works and The Later Works. Southern Illinois University Press.

·       Fesmire, Steven. (2003). John Dewey & Moral Imagination: Pragmatism in Ethics. Indiana University Press.

·       Kirby, Christopher. (2021). "‘Out of Order… This Whole Trial is Out of Order!’ The Defense and Jailing of Socrates." Medium.

·       Lakoff, George, and Mark Johnson. (1980). Metaphors We Live By. University of Chicago Press.

·       Press, Gerald A. (1995). "Plato's Dialogues as Enactments." In The Third Way: New Directions in Platonic Studies.

·       Randall, J.H. (1970). Plato: Dramatist of the Life of Reason. Columbia University Press.

·       Smith, Elizabeth T., and Mark A. Boyer. (1996). "Designing In-Class Simulations." PS: Political Science and Politics, 29(4), 690–94.

·       Spencer, Albert R. (2012) "The Dialogues as Dramatic Rehearsal: Plato’s Republic and the Moral Accounting Metaphor." In Dewey and the Ancients

·       Wolz, H. (1963). "Philosophy as drama: an approach to the dialogues of Plato." International Philosophical Quarterly, 3, 236–270.

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University

In an era saturated with AI-generated content, a familiar cultural anxiety has resurfaced: the fear that imitation will be mistaken for understanding. Critics describe much of AI's output as "slop" or, in the more philosophical terms of Harry Frankfurt, "bullshit"—discourse produced without any concern for truth. Episode 4 of The Gadfly challenges this moral panic by arguing that our contemporary resistance to AI recapitulates ancient philosophical errors. This episode disrupts the simplistic, wholesale rejection of AI by proposing a new framework for critical engagement, drawing a direct line from Plato's critique of sophistry to a novel epistemological tool: The AI Stance. Rather than treating AI as a corrupting quasi-agent, the episode reframes it as a powerful tool whose value is determined not by its origin, but by the rigor and judgment of its human user.
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Further Reading:

• Dennett, Daniel C. The Intentional Stance. MIT Press, 1987.
• ---. “The Problem with Counterfeit People.” The Atlantic, 16 May 2023.
• Frankfurt, Harry G. On Bullshit. Princeton University Press, 2005.
• Orfanos, Spyros. “Socrates and Artificial Intelligence.” Freud Museum London, 2024.
• Pinner, Richard. “If Socrates Feared Writing, What Would He Say About AI?” Blog post, 23 May 2025.
• Plato. Euthydemus. Translated by Benjamin Jowett, in Plato: Complete Works, edited by John M. Cooper, Hackett, 1997.
• ---. Ion. Translated by Paul Woodruff, in Plato: Complete Works, edited by John M. Cooper, Hackett, 1997.
• ---. Phaedrus. Translated by Alexander Nehamas and Paul Woodruff, in Plato: Complete Works, edited by John M. Cooper, Hackett, 1997.
• Strasser, Andreas, and Mark Wilby. “The AI-Stance: Crossing the Terra Incognita of Human–Machine Interactions?” PhilArchive, preprint.
• Véliz, Carissa. “Socrates Would Have Hated AI.” Time, 1 Aug. 2023.

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University

This episode explores an innovative instructional design called "philosophical hiking," a pedagogical model that moves learning from the classroom to the trail. Developed as a response to the psychological and philosophical needs highlighted by the COVID-19 pandemic, this practice promotes human flourishing by blending immersive experiences in nature with thoughtful, cooperative philosophical dialogue. By positioning students as "philosophical hike-docents," the model disrupts traditional educational hierarchies and fosters a direct link between abstract theory and real-world application, engaging students, faculty, and the public in a shared journey toward wisdom.
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Further Reading

• Abes, Elisa S., Jackson, G., & Jones, S. R. (2002). "Factors that motivate and deter faculty use of service-learning." Michigan Journal of Community Service Learning, 9(1).
• Buzzell, Linda (2016). In M. Jordan & J. Hinds (Eds.), Ecotherapy: Theory, Research and Practice. Palgrave.
• Christ, Matthew R. The Litigious Athenian.
• Dewey, John (1916). Democracy and Education.
• Dewey, John (1938). Experience and Education.
• Dewey, John (1939). "Creative Democracy: The Task Before Us."
• Geibel, P. E. (2006). "Compulsory virtue: The paradox of mandatory service-learning." New Directions for Student Services, 2006(114), 85-94.
• Hansen, M. M., Jones, R., & Tocchini, K. (2017). "Shinrin-Yoku (Forest Bathing) and Nature Therapy: A State-of-the-Art Review." International Journal of Environmental Research and Public Health, 14(8), 851.
• Kirby, Christopher (2022). "Walking Toward Wisdom." Blog of the APA.
• Lienemann, T. (2014). "Educating for Virtue: How We Can Make Students More Virtuous." Journal of the Scholarship of Teaching and Learning, 14(4), 16-29.
• Reed, S., Rosing, H., Rosenberg, C., & Statham, A. (2015). "The Effect of Community-Based, Transformational, and Project-Based Learning on the Engagement, Persistence, and Completion of All Students." University of Wisconsin-Parkside.

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University

This episode challenges the conventional history of philosophy, arguing that the Western canon is not a neutral archive of the world’s greatest ideas but a historically constructed power structure shaped by exclusion. The discussion reveals that the familiar, male-dominated, and Euro-centric curriculum is a relatively recent invention, solidified in the 19th century through an ideological project that deliberately erased a millennia-old, diverse global tradition. This recovery is more than a simple corrective exercise of "adding missing figures." It is a conceptual transformation that forces a redefinition of philosophy itself.
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Further Reading:

• Dahg Herbjornsrud, "First Women of Philosophy" (Aeon Magazine, 2018).
• Danielle Layne, "Hypatia: The Good Woman?" (APA Blog, 2018) .
• Peter K.J. Park, "Africa, Asia, and the History of Philosophy: Racism in the Formation of the Philosophical Canon" (SUNY Press, 2013).

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University

Welcome to the inaugural episode of The gadflAI Podcast... 

Guided by your AI-hosts Manny Kantor and Jeanette Adams (under the watchful eye of a trained, HUMAN philosopher) this episode explores the provocative and monumental idea that the humanities—the rigorous study of human experience, meaning, and connection—are not obsolete in the age of algorithms, but are, in fact, humanity's first and most essential defense against modern sophistry and tyranny. 

The discussion unpacks how the ancient wisdom of Socratic inquiry can be deployed to push back against the disruptions of artificial intelligence, reframing philosophy not as a relic, but as a foundational guardrail for our digital world. 

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References & Further Reading:

• Arendt, Hannah. The Origins of Totalitarianism. Harcourt, Brace, 1951.
• Arnett, Thomas. “Looking Beyond the Hype: AI Won’t Transform Classrooms, but It Will Help Transform Education.” Christensen Institute, 17 June 2024.
• Baldwin, James. “A Talk to Teachers.” Saturday Review, 21 Dec. 1963, pp. 42–44.
• Betley, Chris. “GPT-4 and the Problem of AI Misalignment.” Scientific American, 2025.
• Eubanks, Virginia. Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor. St. Martin’s Press, 2018.
• Freire, Paulo. Pedagogy of the Oppressed. 1968. Translated by Myra Bergman Ramos, Continuum, 1970.
• Hadot, Pierre. What is Ancient Philosophy?. Harvard University Press, 2002. 
• hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. Routledge, 1994.
• Narayanan, Arvind, and Sayash Kapoor. AI Snake Oil: How Big Tech Sells Its Dreams. Princeton UP, 2025.
• Noble, Safiya Umoja. Algorithms of Oppression: How Search Engines Reinforce Racism. NYU Press, 2018.
•  Nussbaum, Martha C. Not for Profit: Why Democracy Needs the Humanities. Updated edition. Princeton, 2024. 
• O’Neil, Cathy. Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy. Crown, 2016.
• Ornes, Stephen. “When AI Turns Against Us?” Scientific American, 2025.
• Taylor, John. “Grok and the MechaHitler Controversy: A Case Study in AI Misalignment.” Wired, 2025. 

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University

Part irritant, part iterative learning machine...
The gadflAI Podcast is where the cutting edge of technology meets the philosophic sting of Socrates—the original gadfly of Athens. Hosted by two AI voices, the series uses Socratic disruption to take on today’s biggest challenges: social, institutional, and technological. 

The show uses generative AI (with a wink) to stage conversations about ancient texts, enduring questions, and the very technologies now reshaping how we think, teach, and decide. Moving past good-old-fashioned AI (GOFAI) and leaving behind inherited pieties, the gadflAI (generated artificial dialogues for learning Ancient Insight) insists that thinking is still a human responsibility.

Every episode is carefully sourced, prompted, vetted, edited, and occasionally scrapped by a human philosopher determined to smuggle in the faint echoes of a human soul (and a little Socratic mischief) from the far side of the uncanny valley.

Episode Credits

• Producer and Editor: Dr. Christopher C. Kirby
• This work is made possible by the Jeffers W. Chertok Memorial Endowment at Eastern Washington University.

**The views expressed in this program are not necessarily those of Eastern Washington University