EPOL 479 Fall 2026:
references by week
This is an audit of course.md and
lecture-1.md through lecture-8.md. It includes
identifiable readings, books, articles, films, course resources, and
external links. Repeated works are retained when they recur in more than
one week. Where the lecture names an author, theory, video, or reading
without enough information to identify a particular work, that
limitation is recorded instead of silently supplying a guessed
title.
Local slide images are excluded. The two externally hosted Wikimedia
images and the source-only (commented-out) Week 4 reference are included
for completeness.
Course-wide readings
- Hayles, N. Katherine. (2017). Unthought: The Power of the
Cognitive Nonconscious. University of Chicago Press.
(
course.md:28-31)
- Hegel, G. W. F. The Phenomenology of Spirit, Preface and
Introduction. The course page does not identify an edition or
translation. (
course.md:32-35)
Week 1: Synthesis and
course introduction
Identifiable works and
resources
- Hegel, G. W. F. (1807). Phenomenology of Spirit /
Phenomenology of Mind. (
lecture-1.md:227,
lecture-1.md:247)
- Brandom, Robert B. (2019). A Spirit of Trust: A Reading of
Hegel’s Phenomenology. Harvard University Press. The lecture
describes it as an 800-page volume. (
lecture-1.md:182,
lecture-1.md:187)
- Vaswani, Ashish, et al. (2017). “Attention Is All You Need.”
Advances in Neural Information Processing Systems, 30. The full
citation appears in Weeks 3–4. (
lecture-1.md:256,
lecture-1.md:262)
- EPOL 479 CGScholar community profile: https://cgscholar.com/community/community_profiles/epol-479-fa25.
(
lecture-1.md:21)
- Cope, Bill, and Mary Kalantzis. Earlier EPOL 490 course module,
Machine Learning and Human Learning: https://cgscholar.com/bookstore/web_works/epol-490-machine-learning-and-human-learning-3ac5e22b-45c9-4464-a390-95d80e1ab73b?adv=false&category_id=higher-education-modules&path=higher-education-modules%2F160.
(
lecture-1.md:84-92)
References whose
exact works are not supplied
- Donna Haraway on cyborgs; no title or date is given.
(
lecture-1.md:33)
- Bill Cope and Mary Kalantzis on cyber-social systems; no title is
given. (
lecture-1.md:33)
- N. Katherine Hayles on “technosymbiosis”; no title is given.
(
lecture-1.md:33, lecture-1.md:320-326)
- Immanuel Kant on concepts organizing learning; no particular work is
identified. (
lecture-1.md:140)
- Jean Piaget on developmental stages; no particular work is
identified. (
lecture-1.md:139,
lecture-1.md:145)
- John Locke on empiricism; no particular work is identified.
(
lecture-1.md:228, lecture-1.md:241,
lecture-1.md:247)
- Lev Vygotsky on social and sociocultural learning; no particular
work is identified. (
lecture-1.md:161,
lecture-1.md:271, lecture-1.md:278)
- Sigmund Freud on the unconscious and N. Katherine Hayles on
nonconscious cognition; both are previews of Week 5, with no titles
supplied here. (
lecture-1.md:282)
Week 2: Experience
Identifiable works and
resources
References
whose exact works are not supplied
- Alexandre Kojève’s 1930s lectures on Hegel; no specific edition or
title is supplied. (
lecture-2.md:35)
- The lecture names Karl Marx, Friedrich Engels, Sigmund Freud,
Jacques Lacan, Slavoj Žižek, Edmund Husserl, Martin Heidegger, René
Girard, Robert Brandom, Robert Pippin, and “Terry Pinchard” as examples
of Hegel’s influence, but cites no particular works.
(
lecture-2.md:29-39)
- William Blake and Jimi Hendrix are invoked as cultural associations
of “experience,” with no works specified.
(
lecture-2.md:235)
- Star Wars is referenced through C-3PO and R2-D2 as
contrasting machine forms. (
lecture-2.md:272)
Week 3:
Recognition and the master–servant dialectic
Identifiable works and
resources
- Hegel, G. W. F. (2018). The Phenomenology of Spirit.
Translated by Terry Pinkard. Cambridge University Press. All numbered
quotations in the lecture are attributed to this translation.
(
lecture-3.md:54-65 and throughout)
- Hegel, G. W. F. (1977). Phenomenology of Spirit. Translated
by A. V. Miller. Oxford University Press. The lecture compares Miller’s
rendering of bildet with Pinkard’s.
(
lecture-3.md:484-492)
- Čapek, Karel. (1920). R.U.R. (Rossum’s Universal Robots).
(
lecture-3.md:15, lecture-3.md:31)
- McCarthy, Cormac. (1985). Blood Meridian.
(
lecture-3.md:339-355)
- McCarthy, Cormac. (2005). No Country for Old Men.
(
lecture-3.md:339-355)
- Vaswani, Ashish, et al. (2017). “Attention Is All You Need.”
Advances in Neural Information Processing Systems, 30.
(
lecture-3.md:639-643)
- Petersen, S. E., and M. I. Posner. “The Attention System of the
Human Brain.” The lecture gives the year as 1989; Week 4 instead assigns
their 2012 twenty-year update. (
lecture-3.md:642)
- Terranova, Tiziana. (2012). “Attention, Economy and the Brain.”
Culture Machine, 13. (
lecture-3.md:643)
- R.U.R. image hosted by Wikimedia Commons: https://upload.wikimedia.org/wikipedia/commons/thumb/a/ad/Rosumovi_Univerz%C3%A1ln%C3%AD_Roboti_1920.jpg/500px-Rosumovi_Univerz%C3%A1ln%C3%AD_Roboti_1920.jpg.
(
lecture-3.md:15)
- Course-local interactive resource: “Hegel Recognition Explorer”
(
hegel-recognition-explorer).
(lecture-3.md:5-8)
Other explicit references
- Plato’s cave is invoked as a metaphor, but Republic, Book
VII is not named in the source. (
lecture-3.md:103-111)
- Marx, Freud, René Girard, Slavoj Žižek, and Judith Butler are named
as inheritors or applications of the master–servant/recognition
framework, with no particular works cited.
(
lecture-3.md:19-31)
- The Nazi slogan Arbeit macht frei is referenced
historically in the discussion of work and education.
(
lecture-3.md:484-492)
Week 4: Attention
Assigned and supporting
readings
- Vaswani, A., Shazeer, N., Parmar, N., Uszkoreit, J., Jones, L.,
Gomez, A. N., Kaiser, L., and I. Polosukhin. (2017). “Attention
Is All You Need.” Advances in Neural Information Processing
Systems, 30. (
lecture-4.md:4)
- Petersen, S. E., and M. I. Posner. (2012). “The
Attention System of the Human Brain: 20 Years After.” Annual
Review of Neuroscience, 35(1), 73–89.
(
lecture-4.md:5)
- Terranova, Tiziana. (2012). “Attention,
Economy and the Brain.” Culture Machine, 13.
(
lecture-4.md:6)
- Rueda, M. R., and M. I. Posner. (2013). “Development of Attention
Networks.” Publication details are not supplied.
(
lecture-4.md:97-103)
- Posner, M. I., and M. K. Rothbart. (2007). “Research on Attention
Networks as a Model for the Integration of Psychological Science.”
Annual Review of Psychology, 58, 1–23.
(
lecture-4.md:102)
- Boen, R., Ferschmann, L., Vijayakumar, N., Overbye, K., Fjell, A.
M., Espeseth, T., and C. K. Tamnes. (2021). “Development of Attention
Networks from Childhood to Young Adulthood: A Study of Performance,
Intraindividual Variability and Cortical Thickness.” Cortex,
138, 138–151. (
lecture-4.md:103)
- Rueda, M. R., Posner, M. I., and M. K. Rothbart. (2004).
“Attentional Control and Self-Regulation in Early Development.”
Trends in Cognitive Sciences, 8, 140–147. This citation exists
only in a source comment and is not rendered on the course page.
(
lecture-4.md:107)
- Hegel, G. W. F. Phenomenology of Spirit, paragraph 340, on
phrenology. (
lecture-4.md:121-128)
- Dobbs, D. (2005). “Fact or Phrenology?” Scientific American
Mind, 16(1), 24–31. (
lecture-4.md:149-155)
- Stea, J. N., Black, T. R., and S. I. Di Domenico. (2022).
“Phrenology and Neuroscience.” In Investigating Pop Psychology
(pp. 9–19). Routledge. (
lecture-4.md:149-164)
- Radford, A., Narasimhan, K., Salimans, T., and I. Sutskever. (2018).
Improving Language Understanding by Generative Pre-Training.
(
lecture-4.md:173-180)
Citations embedded in
quoted material
- Green (2003), on Galen’s ventricular doctrine; full metadata is not
supplied. (
lecture-4.md:147)
- Gall and Spurzheim (1810), on phrenology; full metadata is not
supplied. (
lecture-4.md:147)
- Posner and DiGirolamo (2000), on cognitive neuroscience; full
metadata is not supplied. (
lecture-4.md:147)
- Uttal (2001) and Uttal (2011), criticizing a psychological atlas of
the brain; titles are not supplied. (
lecture-4.md:147)
Videos and further
references
- YouTube video, title not supplied: https://www.youtube.com/watch?v=PKzz1OAiTRQ.
(
lecture-4.md:521-523)
- Michael Posner, “The Anatomy of Attentional Networks: A Historical
Perspective on Attention Research”: https://www.youtube.com/watch?v=uYUdwS7-WvA.
(
lecture-4.md:521-523)
- Terranova’s discussion names Nicholas Carr, Catherine Malabou,
Jonathan Crary, Maurizio Lazzarato, and Bernard Stiegler without
identifying the particular works being summarized.
(
lecture-4.md:459-491)
- Mark B. N. Hansen is cited for an argument about platforms
predicting and controlling conscious thought; no title is supplied.
(
lecture-4.md:498-508)
- Edward Bernays is cited as a pioneer in attention-shaping media
practice; no work is identified.
(
lecture-4.md:459-466)
Week 5: Consciousness
Readings and resources
- Hegel, G. W. F. (1807). Phenomenology of Spirit. The
lecture revisits consciousness, self-consciousness, experience, and
recognition. (
lecture-5.md:59-127)
- Freud, Sigmund. (1915). “The Unconscious.” The lecture calls it a
short essay and quotes its discussion of the conscious/unconscious
system, censorship, and schizophrenia, but does not print a formal
citation. (
lecture-5.md:133-183)
- Hayles, N. Katherine. Work on nonconscious cognition. The exact
“article” is not titled in the lecture; the course-level reading is her
2017 book Unthought: The Power of the Cognitive Nonconscious.
(
lecture-5.md:211-242; course.md:28-31)
- Lemoine, Blake. (2022). “Is LaMDA Sentient?—an Interview.” The
lecture describes Lemoine’s transcript but does not include its link. A
preserved copy is available at https://static.poder360.com.br/2022/06/an-Interview-by-Blake-Lemoine.pdf.
(
lecture-5.md:250-262)
- EPOL 479 Week 5 CGScholar page: https://cgscholar.com/community/community_profiles/epol-479-fa25/community_updates/243872.
(
lecture-5.md:293-300)
- Shared ChatGPT rubric for artificial consciousness: https://chatgpt.com/share/68cf28c6-7188-8007-8125-fb5b69327d42.
(
lecture-5.md:301-303)
Other explicit references
- The Matrix is used as a cultural example of subjective
idealism/simulation. (
lecture-5.md:73-88)
- René Descartes is implicitly referenced by “Cogito ergo sum,” but is
not named in the lecture. (
lecture-5.md:78,
lecture-5.md:86-88)
- Immanuel Kant’s phenomenon/noumenon distinction is referenced
without a particular work. (
lecture-5.md:143-148)
- Jacques Lacan, Judith Butler, and Slavoj Žižek are named as a
tradition coupling Hegel and Freud, without particular works.
(
lecture-5.md:191-205)
- Luciana Parisi and Steve Goodman are cited on the “affective
economy”; the exact work is not supplied.
(
lecture-5.md:233-242)
Week 6: Alignment
Readings, papers, and
technical resources
- Ouyang, L., Wu, J., Jiang, X., et al. (2022). “Training Language
Models to Follow Instructions with Human Feedback.” Advances in
Neural Information Processing Systems, 35, 27730–27744. The lecture
refers to the OpenAI paper and the “customer assistant” persona.
(
lecture-6.md:38-52, lecture-6.md:74-86)
- Karpathy nanoGPT fine-tuning notebook: https://colab.research.google.com/drive/1XrWgnatNYQYnZ3rNfaGRH9YtyXOti5to#scrollTo=xm5VllPc_-tY.
(
lecture-6.md:58-60)
- Hugging Face Direct Preference Optimization notebook: https://colab.research.google.com/drive/1l8-aHoRRBvfjyxQqdz_UVBfdpHLQ1ojf#scrollTo=33gqLvEQhxd1.
(
lecture-6.md:65-67)
- Labonne, Maxime. “Fine-Tune Mistral-7B with DPO” notebook: https://colab.research.google.com/drive/1peMwm4Uhf1EZ_DuOT5qWW-Ydv1LICBX9#scrollTo=LAEUZFjvlJOv.
(
lecture-6.md:65-69)
- Magee, Liam, Lida Ghahremanlou, Karen Soldatic, and Shanthi
Robertson. (2021). “Intersectional Bias in Causal
Language Models.” (
lecture-6.md:91-101)
- Buyl, Maarten, et al. (2024). “Large Language Models Reflect
the Ideology of Their Creators.” arXiv:2410.18417.
(
lecture-6.md:106-114)
- Eubanks, Virginia. (2018). Automating Inequality: How High-Tech
Tools Profile, Police, and Punish the Poor. St. Martin’s Press. The
slide gives only the shortened heading “Automating Inequality.”
(
lecture-6.md:120-124)
- Greenblatt, Ryan, et al. (2024). “Alignment Faking in Large
Language Models.” arXiv:2412.14093.
(
lecture-6.md:162-177)
- Munn, Luke, Liam Magee, and Vanicka Arora. (2023). “Truth Machines:
Synthesizing Veracity in AI Language Models.” AI &
Society. (
lecture-6.md:185-203)
- Hristova, Tsvetelina, Liam Magee, and Karen Soldatic. (2025; first
published online 2024). “The Problem of
Alignment.” AI & Society, 40(3), 1439–1453.
(
lecture-6.md:254-269)
- Shen, Hua, Tiffany Knearem, Reshmi Ghosh, et al. (2024). “Towards Bidirectional Human-AI
Alignment: A Systematic Review for Clarifications, Framework, and Future
Directions.” arXiv:2406.09264.
(
lecture-6.md:284-297)
- Hegel, G. W. F. (1807). Phenomenology of Spirit.
(
lecture-6.md:303-317)
Other explicit references
- B. F. Skinner’s behaviorism is invoked as the human-learning model
behind reward training; no particular work is cited.
(
lecture-6.md:74-84)
- Michel Foucault’s account of disciplinary subjects/institutions is
invoked without a particular work.
(
lecture-6.md:128-156)
- William Blake’s Songs of Innocence and of Experience is
referenced through the contrast between innocence and experience.
(
lecture-6.md:226-246)
Week 7: Criticism and
immanent critique
Readings and viewings
- Goodlad, Lauren M. E., and Matthew Stone. (2024). “Beyond Chatbot-K:
On Large Language Models, ‘Generative AI,’ and the Rise of Chatbots—An
Introduction.” Critical AI, 2(1).
(
lecture-7.md:31-51)
- Gebru, Timnit, and Émile P. Torres. (2024). “The TESCREAL Bundle:
Eugenics and the Promise of Utopia Through Artificial General
Intelligence.” First Monday, 29(4).
(
lecture-7.md:12-25, lecture-7.md:58-68)
- Sutton, Richard S. (2019). “The Bitter Lesson.” The lecture title
invokes the essay and the body discusses a Sutton video, but supplies no
URL for either. (
lecture-7.md:3,
lecture-7.md:74-87)
- Yann LeCun video on the limits of Transformer/LLM systems; title and
URL are not supplied. (
lecture-7.md:74-87)
- Richard Sutton video on experience, reinforcement learning, and the
limits of LLMs; title and URL are not supplied.
(
lecture-7.md:74-87)
- Stahl, Titus. (2013). “What Is Immanent
Critique?” SSRN Working Paper 2357957. (
lecture-7.md:9,
lecture-7.md:109-123)
- Bender, Emily M., Timnit Gebru, Angelina McMillan-Major, and
Shmargaret Shmitchell. (2021). “On the Dangers of Stochastic Parrots:
Can Language Models Be Too Big?” Proceedings of the 2021 ACM
Conference on Fairness, Accountability, and Transparency, 610–623.
The lecture title invokes “Stochastic Parrots,” but the body does not
give a citation. (
lecture-7.md:3)
- Kant, Immanuel. Critique of Pure Reason; Critique of
Practical Reason; Critique of Judgment.
(
lecture-7.md:307-315)
- Hegel, G. W. F. (1807). Phenomenology of Spirit.
(
lecture-7.md:285-315)
Other explicit references
- Karl Marx is referenced through Stahl’s distinction between social
domination and conceptual self-determination; no particular Marx work is
identified. (
lecture-7.md:201-217)
- Darwin, Einstein, and Freud are named as examples in the closing
philosophical discussion, with no particular works.
(
lecture-7.md:285-293)
Week 8: Synthesis and history
Identifiable works
- Hegel, G. W. F. (1807). Phenomenology of Spirit.
(
lecture-8.md:15-17 and throughout)
- Vaswani, Ashish, et al. (2017). “Attention Is All You Need.”
(
lecture-8.md:84-95)
- Marx, Karl. (1847). The Poverty of Philosophy. The lecture
quotes: “The hand-mill gives you society with the feudal lord; the
steam-mill society with the industrial capitalist.”
(
lecture-8.md:103-105)
- Hayles, N. Katherine. (2017). Unthought: The Power of the
Cognitive Nonconscious. The lecture revisits her account of
nonconscious cognition. (
lecture-8.md:103-121;
course.md:28-31)
- Fukuyama, Francis. (1989). “The End of History?” The lecture refers
to the essay’s “boredom at the end of history.”
(
lecture-8.md:220-240)
- Derrida, Jacques. (1993). Specters of Marx. The lecture
spells the title “Spectres of Marx.”
(
lecture-8.md:238)
- Hegel, G. W. F. (1820). Elements of the Philosophy of
Right, Preface. Source of the “owl of Minerva” quotation.
(
lecture-8.md:220-248)
Four Week 8
readings named only by author/concept
The lecture explicitly calls these “the first four readings this
week,” but it does not provide titles, dates, or links. They cannot be
uniquely reconstructed from the course files alone.
(lecture-8.md:189-212)
- Rosi Braidotti on the posthuman.
- N. Katherine Hayles on “technopoeisis” (spelling in the course
source).
- Yuk Hui interview on technodiversity and AI across geopolitical
lines.
- Mary Kalantzis and Bill Cope on the cyber-social.
Other explicit references
- Lev Vygotsky’s Zone of Proximal Development; no particular work is
cited. (
lecture-8.md:22-29)
- Herbert Spencer on pedagogy; no particular work is cited.
(
lecture-8.md:41-50)
- Sigmund Freud on individual and species development; no particular
work is cited. (
lecture-8.md:41-50)
- George Lakoff and Mark Johnson on semantics; no particular work is
cited. (
lecture-8.md:84-95)
- Michel Foucault on disciplinary institutions; no particular work is
cited. (
lecture-8.md:126-134)
- Isaac Asimov and Philip K. Dick are invoked as science-fiction
reference points; no particular works are cited.
(
lecture-8.md:126-134)
- Goodlad and Stone; Gebru and Torres; Yann LeCun; and Richard Sutton
recur from Week 7. The source says “Simmons” once, apparently in place
of Sutton. (
lecture-8.md:141-153)
- Marx, Darwin, and Freud are named as materialist accounts of
historical development, without further titles.
(
lecture-8.md:189-201)
- N. Katherine Hayles (2024) is cited for the sentence “The truth is
that no one really knows how AIs will develop in the coming decades,”
but the source does not identify the publication.
(
lecture-8.md:220-231)
Source limitations worth
fixing
- The Fall 2026 folder’s eight lecture files are almost entirely
copies of the existing
courses/479/ materials; several
still carry Fall 2025 CGScholar URLs and course: "479"
frontmatter.
- Weeks 5, 7, and 8 discuss assigned readings without consistently
printing the reading list or full citations.
- Week 3 dates Petersen and Posner’s original attention-system paper
to 1989, while Week 4 assigns the 2012 “20 Years After” update.
- Week 8 does not identify any of its four principal contemporary
readings beyond author and concept.
- Week 4 contains one bibliographic item only inside an HTML comment,
so it is present in source but absent from the rendered course
page.
