Available worldwide via Amazon (Kindle Edition)
US: $5.99
Other regions: Local Amazon pricing
Available here:
https://www.amazon.nl/dp/B0GMXLX56T
Most people use digital technologies every day, yet few fully understand the systems operating behind the screen. Through exhibitions, educational programmes and public engagement initiatives, Tactical Tech helps people explore how algorithms, data and artificial intelligence increasingly shape everyday life.
As digital life increasingly moves through platforms and algorithms, modern libraries are quietly transforming into social infrastructure: public environments where concentration, learning and human presence remain physically possible.
Universities are accelerating their adoption of artificial intelligence. But in that speed, something essential risks being lost. This essay argues for a deliberate pause—not as resistance, but as a condition to preserve depth, judgment and the role of friction in learning.
Engineering is no longer just about building systems, but about shaping outcomes. As AI becomes more capable, the question shifts from what we can build to what we are willing to be responsible for—and how universities prepare engineers for that reality.
As artificial intelligence enters education, care and social work, the nature of these professions becomes clearer. Not efficiency, but presence defines them. This essay explores why human judgment, context and relationships remain essential in an increasingly system-driven world.
As artificial intelligence generates fluent text instantly, writing is no longer the same act of thinking it once was. This essay explores how language education must shift from producing sentences to interpreting meaning, authorship and responsibility in an age of generated words.
Artificial intelligence is transforming legal work, but not legal judgment. As analysis and drafting become automated, the core of law remains human—requiring interpretation, responsibility and the ability to justify decisions under conditions of uncertainty.
As artificial intelligence generates answers instantly, education must shift from knowledge to judgment. This essay explores how universities should redesign curricula to focus on problem definition, critical thinking and responsibility in an age where knowing is no longer enough.
Artificial intelligence is breaking the link between effort, output and understanding. As essays and exams become less reliable signals, universities must rethink assessment—not as a measure of performance, but as a way to reveal how students actually think.
Across Europe, education is increasingly shaping not only knowledge but identity. As classrooms navigate between national traditions and European values, they become spaces where the self is both reflected and formed—raising questions about autonomy, belonging and the nature of education.
