The postplagiarism paradigm: Advanced technology, basic beliefs, and future of knowledge

The use of advanced technology, including artificial intelligence (AI) and neurotechnology, has become (in)visible infrastructure in social epistemology, shifting human consensus towards what we count as knowledge, cognition, and judgement. Based on our study focuses on the convergence of advanced technology and ideology within an episteme, we argue technology augmentation in social epistemology would be impossible to understand and interpret through existing paradigm. We contemplate a new paradigm called “postplagiarism paradigm” appropriate for a technology-augmented episteme, defining its basic beliefs for the future of knowledge in human society.

Authors

Publication Details

Journal
University of Calgary
Published
2026-03-11
DOI
https://doi.org/10.11575/prism/51169
Primary Topic
Digital Education and Society
Type
article
Field-Weighted Citation Impact
0.00
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article

The postplagiarism paradigm: Advanced technology, basic beliefs, and future of knowledge

Bibek Dahal, Sarah Elaine Eaton
University of Calgary
Digital Education and Society
article

The postplagiarism paradigm: Advanced technology, basic beliefs, and future of knowledge

Bibek Dahal, Sarah Elaine Eaton
article en

Abstract

The use of advanced technology, including artificial intelligence (AI) and neurotechnology, has become (in)visible infrastructure in social epistemology, shifting human consensus towards what we count as knowledge, cognition, and judgement. Based on our study focuses on the convergence of advanced technology and ideology within an episteme, we argue technology augmentation in social epistemology would be impossible to understand and interpret through existing paradigm. We contemplate a new paradigm called “postplagiarism paradigm” appropriate for a technology-augmented episteme, defining its basic beliefs for the future of knowledge in human society.

University of Calgary
Industry, innovation and infrastructure
Openalex Percentile: Top 37%
Digital Education and Society
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