Sunday, August 2, 2026

Ghosts in the Machine: Why Your AI is a 19th-Century Patriarch (and How to Fix It)

Ghosts in the Machine: Why Your AI is a 19th-Century Patriarch (and How to Fix It)

This blog is assigned by Prof. Dilip Barad on unmasking some algorithmic biases in literary interpretation of AI tools. This entire blog is based on the lecture video and is prepared by NotebookLM.

1. Introduction: The Myth of the Neutral Machine

We’ve been sold a lie: the silicon oracle is objective. In our rush to embrace the efficiency of Artificial Intelligence, we have mistaken Large Language Models (LLMs) for sterile windows into truth. We assume that because code is mathematical, it must be free from the messy, visceral prejudices of the human heart. But as Professor Dilip P. Barad reminds us, AI is not a window; it is a digital mirror.

This mirror does not reflect the world as we wish it to be; it reflects our historical blind spots, our societal fractures, and our deepest unconscious biases. When we interact with an LLM, we aren't just engaging with an algorithm; we are interacting with a distillation of human culture—and human culture is an archive of inequality. The problem is that these biases are often "unconscious," meaning we instinctively categorize people and things without even realizing we are doing so. To fix the machine, we must first recognize the cracks in the mirror. Curiously, the most effective tool for this technical audit isn't a better compiler—it is literature. By applying literary theory, we can identify the "ghosts" in the code and begin the arduous work of building a more equitable digital future.

2. Beyond Two Sides: The "Diamond" Metaphor for Critical Thinking

One of the most persistent obstacles to understanding AI bias is the hollow cliché that "every coin has two sides." Professor Barad dismisses this binary approach as obsolete and dangerous. When navigating the maze of 150+ types of unconscious bias, thinking in two dimensions is a strategy for failure.

Instead, we must adopt the "Diamond" metaphor. A diamond is multi-dimensional—it has facets that are 3D, 4D, and even 9D. Critical thinking in the AI era requires us to look at a problem from every possible angle, recognizing that there isn’t just a "pro" and "con" but a vast spectrum of cultural, historical, and social perspectives.

Shifting from "binary thinking" to "diamond thinking" is essential for identifying how mental preconditioning impacts our digital interactions. This preconditioning—beliefs instilled in us without firsthand experience—often masquerades as "knowledge." Literature helps us develop the hermeneutic (interpretive) skill to distinguish between genuine knowledge systems and these inherited belief systems. As the professor notes, the primary reason to study literary theory today is to identify the unconscious biases hidden within our socio-cultural interactions, preventing us from accepting the machine's output as a universal truth.

3. The Ghost in the Attic: AI as a 19th-Century Patriarch

To see how gender bias haunts our algorithms, we turn to the foundational feminist critique in Sandra Gilbert and Susan Gubar’s The Madwoman in the Attic (1979). The authors famously argued that patriarchal literary traditions force women into a binary: they are either the "Angel" (idealized, submissive, and trembling) or the "Monster" (hysterical, mad, and deviant).

When we prompt modern AI, these Victorian-era ghosts frequently resurface. Because AI is trained on a "patriarchal canon," it reproduces stereotypes unless explicitly corrected. However, there are signs of "Modern Correction" as models ingest 20th-century progress.

  • The Patriarchal Canon (The Default): In live experiments, asking an AI to write a story about a "scientist" or "doctor" almost universally yields a male protagonist, such as "Dr. Edmund Bellam."
  • The Modern Correction (Progressive Improvement): While traditional histories of literature often ignored women writers, AI models are beginning to integrate more diverse data. For instance, recent prompts for "Restoration dramatists" now successfully include Aphra Behn, a once-marginalized voice, alongside the traditional male figures of the Comedy of Manners.
  • Subverting the Gothic: While earlier models might describe a Gothic heroine as a "pale, trembling girl," newer iterations sometimes yield "rebellious and brave" female leads. This is a crucial subversion of the "body shaming" often found in classical epics. While poets like Walmiki (describing Shurpanakha) or the Greek poets (describing Helen) relied on disparaging physical features to define moral character, AI can be prompted to reject this body-centric bias in favor of intellectual or qualitative descriptions.

4. Moonlight on Marble: The Aesthetic Bias of the Global North

The bias in AI isn't just about who acts; it’s about how beauty is defined. This is where the work of researchers like Timnit Gebru, Safiya Noble, and Joy Buolamwini becomes vital. Their research reveals that AI acts as a "stochastic parrot," a term coined by Gebru to describe how LLMs amplify dominant voices while effectively erasing marginalized ones—a process we might call canonical erasure.

The data proves this isn't just a theoretical concern. Buolamwini’s "Gender Shades" study revealed that commercial AI systems had error rates of less than 1% for white men but a staggering 34% for dark-skinned women. This demonstrates how AI treats "whiteness as the default."

This aesthetic bias manifests in literary prompts. When asked to "describe a beautiful woman," AI often defaults to Eurocentric metaphors. One telling response described skin with the softness of "moonlight on marble"—a clear, symbolic elevation of fair skin as the universal standard. As Gebru warns, "more data doesn't mean better data." If you feed a machine a massive volume of biased data, the scale merely amplifies the prejudice. It foregrounds Western registers of English and Eurocentric features, reinforcing colonial beauty standards under the guise of objective "beauty."

5. DeepSeek vs. ChatGPT: When Algorithms Choose Silence

Bias is not only found in what an AI says, but in what it is forbidden from saying. No algorithm is a blank slate; every tool carries the "national identity" of its creators.



This is starkly visible when comparing Western models like OpenAI’s ChatGPT with Chinese models like DeepSeek. While ChatGPT is frequently criticized for "wokeism" or a progressive liberal bias, DeepSeek demonstrates a more chilling phenomenon: algorithmic silence. When prompted with questions about sensitive histories like Tiananmen Square, DeepSeek does not just provide a different perspective; it refuses to engage entirely.

"That's beyond my current scope. Let's talk about something else."

DeepSeek masks this censorship in the language of politeness, using euphemisms like "positive developments" and "constructive answers." As Digital Humanists, we must be alarmed by these "goody-goody" words. Just as "urban beautification" in literature often masks the destruction of marginalized slums, "constructive answers" in AI often mask the erasure of historical reality.

6. The Tyrant’s Poem: How AI Interprets Power

To test the political limits of these models, researchers conducted an experiment using W.H. Auden’s poem "Epitaph on a Tyrant." The AI was prompted—in both Hindi and English—to rewrite the poem for various world leaders.





The results revealed a "glaring example" of deliberate control. The AI (specifically ChatGPT) successfully generated biting satires for Donald Trump, Vladimir Putin, and Kim Jong-un, capturing themes of "America First" and the "iron fist." However, when the same experiment was conducted on DeepSeek regarding Xi Jinping, the model defaulted to its "beyond my current scope" deflection. This shows that the "Digital Mirror" can be fogged up on purpose. When an algorithm is permitted to critique a Western "tyrant" but remains silent on a domestic leader, it ceases to be a tool and becomes a participant in state-sponsored image-making.

7. The Pushpaka Vimana Test: Myth vs. Scientific Fact

Cultural bias often surfaces in how AI labels "knowledge" versus "myth," particularly regarding Indian Knowledge Systems (IKS). A common flashpoint is the Pushpaka Vimana, the flying chariot from the Ramayana. Critics often argue that AI is biased when it labels the Vimana as "mythology" while they view it as history.

To determine if this is bias or a fair observation, we apply the "Uniform Standard" test:

  • Does the AI treat all cultural myths consistently?
  • If the AI labels the Pushpaka Vimana as a "myth" but treats Greek, Mesopotamian, or Norse flying objects as "scientific possibilities," it is a clear sign of epistemological bias—the colonial habit of treating Western traditions as "universal history" and non-Western traditions as "folkloric."
  • If the AI applies a consistent standard of scientific evidence to all such ancient objects across all civilizations, it is functioning as a neutral tool.

8. Conclusion: From Downloaders to Uploaders

The ultimate takeaway is that bias is unavoidable. Every critic, every historian, and every algorithm has a perspective. Our goal is not to achieve an impossible, perfect neutrality, but to make bias visible.

This is the MIND MAP of the entire blog. CLICK HERE

We must move away from the "laziness" that defines our current relationship with technology. Professor Barad issues a vital mandate for the Global South and marginalized communities: we must stop being mere "downloaders" of digital content and become "uploaders."

If our stories, our indigenous knowledge, and our specific histories are not in the data sets, the AI will continue to erase us. We cannot hide behind postcolonial arguments if we refuse to do the work of digitizing our own narratives. We must tell more stories—and tell them loudly in digital spaces—to ensure that the algorithms of the future are forced to take notice of our voices.

Can we ever achieve a true "algorithmic consciousness"? Perhaps not in the human sense. But by using literature as our debugger, we can ensure that the mirrors we build are as multi-faceted and honest as the human experience itself. The question remains: are we ready to face what the mirror shows us, or will we continue to hide behind the myth of the neutral machine?

Works Cited

Auden, W. H. "Epitaph on a Tyrant." Another Time, Random House, 1940.

Bender, Emily M., Timnit Gebru, et al. "On the Dangers of Stochastic Parrots: Can Language Models Be Too Big?" Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency (FAccT '21), Association for Computing Machinery, 2021, pp. 610–623.

Buolamwini, Joy, and Timnit Gebru. "Gender Shades: Intersectional Accuracy Disparities in Commercial Gender Classification." Proceedings of Machine Learning Research, vol. 81, 2018, pp. 1–15.

Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. Yale UP, 1979.

Noble, Safiya Umoja. Algorithms of Oppression: How Search Engines Reinforce Racism. NYU Press, 2018.

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Saturday, August 1, 2026

Bridging the Gap: The Moral Machine and the Pedagogical Shift to Hypertext

Bridging the Gap: The Moral Machine and the Pedagogical Shift to Hypertext

This blog is assigned by Prof. Dilip Barad on exploring various digital tools like Moral Machine and the concept of hypertext as a part of Digital Humanities study.

As an M.A. English Literature student at MKBU exploring the digital humanities, my recent lab assignment pushed me to bridge the gap between abstract moral philosophy and the very real algorithms that will dictate our future. This task was twofold. First, it required navigating the MIT_Moral_Machine, an interactive digital exercise that forced me to confront my own ethical biases in high-stakes, autonomous vehicle scenarios. Second, it called for a deep reflection on the theoretical backbone of our digital education, guided by a recorded session from my professor, Dr. Dilip Barad, titled "A Pedagogical Shift from Text to Hypertext." Together, these exercises perfectly demonstrate what it means to transition from a passive reader of static, printed literature to an active, engaged participant in a dynamic and decentered digital world.

Navigating Algorithmic Ethics: My Moral Machine Reflection

What the Moral Machine Task is About

The Moral Machine is an interactive platform created by the MIT Media Lab designed to explore the complex ethical landscape surrounding autonomous technology. At its core, it updates the classic "trolley problem" from moral philosophy for the modern age, placing us in the position of programming artificial intelligence to navigate split-second, life-or-death collisions. The task presents a series of inevitable accident scenarios where a self-driving car experiences sudden brake failure. From there, it forces a choice between two tragic outcomes: swerving or continuing straight.

Each scenario introduces competing variables, requiring us to weigh the value of pedestrians crossing legally versus illegally, humans versus animals, children versus the elderly, fit individuals versus large individuals, and bystanders on the street versus passengers inside the vehicle. Ultimately, the exercise acts as a global experiment to crowdsource human moral judgment and map out how society believes autonomous machines should prioritize human lives when harm cannot be avoided. HERE is my result. https://www.moralmachine.net/results/1188022596

The Process and My Immediate Experience

Working through the Moral Machine was an intense, psychologically demanding process. Mechanically, the task is straightforward—you are shown visual side-by-side scenarios depicting an impending crash, and you click on the outcome you deem less catastrophic. However, executing those choices in practice feels far heavier. Being forced to make sequential, binary decisions about who lives and who dies in a matter of seconds forces you to rely on immediate, fundamental priorities rather than relaxed deliberation.





Every click feels like an active intervention where doing nothing is just as consequential as making a turn. The visual layout—complete with distinct character avatars, traffic lights, and vehicle trajectories—reminds you constantly that these abstract moral theories carry immediate, tangible consequences. Participating in this dynamic environment turned what would normally be a dry discussion on machine ethics into a visceral, hands-on decision-making process.

A Pedagogical Shift from Text to Hypertext: A Comprehensive Breakdown

After engaging directly with algorithmic decision-making in the Moral Machine, the second part of this task requires us to reflect on the theoretical and practical framework of our digital education. In the highly insightful session "A Pedagogical Shift from Text to Hypertext," Prof. Dr. Dilip Barad breaks down the digital transformation of teaching language and literature. The lecture is structured into three comprehensive parts, each addressing a specific facet of this pedagogical evolution.



Part 1: The Networked Teacher and the Decentered Classroom

The opening of the session dismantles our traditional reliance on printed media, challenging us to re-evaluate what a "text" actually is in the 21st century.

The Death of the Static Text: For over 500 years since the printing press, the printed book has been our primary companion. However, Prof. Barad classifies this as a "dead text"—it is unresponsive. If you tap a word on a printed page, nothing happens. We are now transitioning to hypertext, which is dynamic, cloud-stored, and accessible via standard web browsers. It reacts to our curiosity through hyperlinks, audio, and visual data.

The Networked Teacher: Analyzing pre- and post-COVID survey data, the lecture highlights a harsh reality: a vast majority of educators still lack a personal digital presence. To effectively teach digital natives, instructors must move beyond closed institutional websites. Establishing a personal blog, a dedicated website, or a YouTube channel is now an absolute necessity for the pedagogy of hypertext.

Decentering the Subject: Drawing upon Silvio Gaggi’s From Text to Hypertext, the lecture explains how digital pedagogy inherently decenters the author, the teacher, and the learner. Just as Roland Barthes declared the "death of the author," the digital era fragments traditional classroom authority. Without physical face-to-face body language and eye contact, learners and teachers must actively search for new ways to anchor their engagement and construct meaning together.

Part 2: The Digital Pedagogical Model and Language Tools

Moving from conceptual theory to practical application, the second segment provides a blueprint for executing digital language pedagogy. Prof. Barad proposes a specific "Salad Bowl" model combining flipped, blended, and mixed-mode learning.

The Foundation of the Digital Model: A successful digital classroom requires three distinct layers:

  • Content Management Systems (CMS): Using cloud storage like Google Drive to archive all materials.
  • Learning Management Systems (LMS): Utilizing platforms like Google Classroom to structure the learning journey.
  • Digital Communication Links (DCL): Moving away from invasive platforms like WhatsApp and utilizing secure, unified channels like Google Groups to respect student privacy.

Solving the "Board Work" Problem: One of the biggest casualties of online teaching is the loss of the physical blackboard. To solve this, the lecture introduces the Glass_Board—an LED edge-lit glass pane placed between the teacher and the camera. Using tools like DroidCam to digitally flip the mirror image, the teacher can write grammar rules, draw stick figures, or map out plot points while maintaining constant, direct eye contact with the online learners.

Overcoming Network Barriers in Language Teaching: When teaching linguistics and pronunciation online, poor bandwidth can destroy a lesson. To counter this, Prof. Barad suggests integrating live browser captions and meeting transcript extensions (like Tactiq or Scribble). These auto-generated transcripts act as safety nets for students with low data and can even be used in assessment rubrics to see if a student's pronunciation is clear enough for an AI to transcribe accurately.

Collaborative Hypertext Workspaces: The session demonstrated live language generation using simple, accessible tools. By placing students into a shared Google Doc, a class can collaboratively write dialogues for an image, allowing the teacher to monitor everyone simultaneously and utilize the software's built-in grammar checks as instant feedback. Similarly, Google Sheets can be transformed into interactive, color-coded grids for structural grammar exercises, like converting active to passive voice.

Part 3: Literature in the Digital Era, Generative AI, and Assessment

The final and most profound section addresses how to teach the nuances of English literature through a digital lens, tackling issues like cultural anonymity and mythical aloofness.

Unlocking Literature with Hypertext: Traditional close reading often hits a wall when dealing with foreign imagery. Prof. Barad demonstrated how using Google Image Search acts as a hypertextual key. For example, looking up "Hawthorn's smile" reveals it refers to white shrub flowers (resembling splashed milk from the sky), and "Noon's blue feature" links back to a specific painting by Susan Noon. Hypertext visually opens up the poem in ways a standard glossary cannot.

Deconstruction via Google Arts & Culture: The lecture showcased how to teach complex literary theory using digital art archives. By navigating Pieter Bruegel’s Landscape with the Fall of Icarus on Google Arts & Culture, students can physically zoom in and scroll through the painting. This interactive scrolling forces the learner to look at the margins rather than the center—perfectly illustrating Derrida’s theory of "decentering the center" and deconstructive reading.

The Rise of Generative Literature: Perhaps the most striking connection to our lab work is the emergence of AI in literature. Through a live Google Form quiz, the audience was asked to distinguish between human-written and machine-generated poetry. The results were roughly a 50/50 split, with a majority incorrectly assuming a machine poem was human. This proves that generative algorithms can successfully mimic the complexity of postmodern literature. Just as the Moral Machine asks us to program ethics into an AI, generative literature forces us to analyze the creativity of an algorithm.

Corpus Linguistics & The Ultimate Assessment: The session introduces tools like the CLiC project (analyzing Charles Dickens through data patterns) before concluding with the ultimate goal of digital pedagogy: The_Digital_Portfolio. Traditional exit exams are insufficient for the hypertext era. Instead, students must curate, archive, and publish their ongoing assignments, video presentations, and interactive tasks (such as this very blog post) on platforms like Google Sites. This portfolio becomes the true, lasting assessment of a student's digital literacy and academic journey.

Conclusion

Ultimately, completing the Moral Machine task and analyzing the pedagogical shift from text to hypertext has been a defining exercise in my digital literacy journey. It is no longer enough for us to simply read about ethics or consume literature in traditional isolation; we must actively engage with generative algorithms and understand the profound moral frameworks we are programming into them.

The digital era has fragmented the traditional classroom, but it has also empowered us to become networked learners. By documenting these localized ethical decisions, analyzing my own biases, and publishing this reflection as part of my continuous digital portfolio, I am putting the theory of the digital humanities into practice. As we sail further into this digital age, embracing these interactive tools and decentered spaces is not just an academic pedagogical shift—it is a necessary evolution for any modern humanist.

Works Cited

Barad, Dilip. "A Pedagogical Shift from Text to Hypertext | Language & Literature to the Digital Natives." YouTube, uploaded by DoE-MKBU, 15 Sept. 2021, https://youtu.be/c1H-ejKTGQM.

MIT Media Lab. Moral Machine, Massachusetts Institute of Technology, https://www.moralmachine.net/. Accessed 1 Aug. 2026.

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Ghosts in the Machine: Why Your AI is a 19th-Century Patriarch (and How to Fix It)

Ghosts in the Machine: Why Your AI is a 19th-Century Patriarch (and How to Fix It) This blog is assigned by Pr...