The State, Civilization, and Extreme Inequality

Agriculture set the preconditions for metallurgy and sophisticated military organization, facilitating the rise of the state and civilization about 5,500 years ago. Whereas earlier stone weapons, available to all, served to preclude the formation of elites and inequality, expensive metal weapons, superior organizational skills, and ideology enabled elites to subjugate all others and extract their surplus, leaving the latter with bare subsistence. This elite formed the state, that social agency with a comparative advantage in violence. Social hierarchy became hereditary and increasingly rigid, and inequality became extreme. Elites gained highly disproportionate sexual access to women, often enclosed in harems. Understandably, rulers would strive to appease potential internal usurpers by protecting their property rights and ability to extract surplus from their subordinates. Until the rise of capitalism and a bourgeoisie in Western Europe, this appeasement of potential usurpers and elites generally precluded robust and sustainable economic dynamism.

Critical literacy and social agency

Upon the understanding of Applied Linguistics as an indisciplinary field of inquiry that aims to create intelligibility regarding language-centered social problems (MOITA LOPES, 2006), this article introduces a pedagogical instrument, a Critical Multiliteracies Thematic Project, as a means to develop learners’ critical social agency. The nature of this educational project derives from the pedagogy of critical sociointeractional literacy (TILIO, 2021, 2020, 2019, 2015), whose understanding of language teaching permeates notions of citizenship that defy hegemonic discourses by prompting the analysis of themes and language, and the adoption of a constant critical stance. As the pedagogical project in focus situates its practices through alternative Brazilian female voices, students of an extension English course are led to respond to the multiple discourses on gender-imbricated matters that dwells their social horizons (VOLÓCHINOV, 2017 [1929]). Hence, by investigating the dialogue established between the project and a student, this article intends to contribute to the production of knowledge on social life. In order to do so, we selected a task that integrates the project and a multimodal digital text produced by a student in response to the project. We close off the article by framing the relevance of ethically committed language education in promoting learners’ transforming practices.

A Theory of Social Agency for Human-Robot Interaction

Motivated by inconsistent, underspecified, or otherwise problematic theories and usages of social agency in the HRI literature, and leveraging philosophical work on moral agency, we present a theory of social agency wherein a social agent (a thing with social agency) is any agent capable of social action at some level of abstraction. Like previous theorists, we conceptualize agency as determined by the criteria of interactivity, autonomy, and adaptability. We use the concept of face from politeness theory to define social action as any action that threatens or affirms the face of a social patient. With these definitions in mind, we specify and examine the levels of abstraction most relevant to HRI research, compare notions of social agency and the surrounding concepts at each, and suggest new conventions for discussing social agency in our field.

The Aesthetics of Encounter: A Relational-Performative Design Approach to Human-Robot Interaction

This article lays out the framework for relational-performative aesthetics in human-robot interaction, comprising a theoretical lens and design approach for critical practice-based inquiries into embodied meaning-making in human-robot interaction. I explore the centrality of aesthetics as a practice of embodied meaning-making by drawing on my arts-led, performance-based approach to human-robot encounters, as well as other artistic practices. Understanding social agency and meaning as being enacted through the situated dynamics of the interaction, I bring into focus a process ofbodying-thinging;entangling and transforming subjects and objects in the encounter and rendering elastic boundaries in-between. Rather than serving to make the strange look more familiar, aesthetics here is about rendering the differences between humans and robots more relational. My notion of a relational-performative design approach—designing with bodying-thinging—proposes that we engage with human-robot encounters from the earliest stages of the robot design. This is where we begin to manifest boundaries that shape meaning-making and the potential for emergence, transformation, and connections arising from intra-bodily resonances (bodying-thinging). I argue that this relational-performative approach opens up new possibilities for how we design robots and how they socially participate in the encounter.

The shared know-how in Linguistic Bodies

The authors of Linguistic Bodies appeal to shared know-how to explain the social and participatory interactions upon which linguistic skills and agency rest. However, some issues lurk around the notion of shared know-how and require attention and clarification. In particular, one issue concerns the agent behind the shared know-how, a second one concerns whether shared know-how can be reducible to individual know-how or not. In this paper, I sustain that there is no single answer to the first issue; depending on the case, shared know-how can belong to the participants of a social activity or to the system the participants bring forth together. In relation to the second issue, I sustain, following the authors, a non-reductive account of shared know-how. I also suggest that responsiveness to others, which is a fundamental element of shared know-how, can be extended by perceptual learning.Keywords: Shared know-how, participatory sense-making, social agency, responsiveness to others, enactivism.