If Socrates Feared Writing, What Would He Say About AI?

Reading Time: 5 minutes

Socrates is one of the most famous philosophers who ever lived. His ideas are still relevant today, despite him having lived, in the 5th Century BC, at a time when writing itself was a radical new technology, and even the simplest tools for recording thought were regarded with suspicion. The ancient Greeks also thought thunder and lighting were literally being hurled by Zeus and they used stones and old bits of pottery as toilet paper.

In all likelihood, if someone hadn’t written something about Socrates in those days (ie. Plato), we would have never heard of him today and any record of his existence, and crucially, his significance, would be dust in the wind (dude).

Socrates did not like the idea of writing things down. In Plato’s Phaedrus, Socrates recounts the myth of Thamus and Theuth. In this tale, Theuth, the Egyptian god of invention, presents his creations to King Thamus, including arithmetic, astronomy, and, crucially, writing. Theuth is convinced that writing will be a boon, enhancing memory and wisdom. But Thamus famously objects, warning that writing would “create forgetfulness in the learners’ souls.” He argues that those who rely on written words will lose the inner work of memory and understanding, leading only to a semblance of knowledge. In Socrates’ own words, writing “is an aid not to memory but to reminiscence.” It offers no true wisdom—just an illusion of it.

Now, imagine Socrates confronted with AI. What might he say to a program that not only records but generates ideas, stories, even dialogues? Would he see AI as yet another step away from authentic knowledge, a further detachment from true thought? Or could he recognize it as a modern-day Theuth, an invention that might, paradoxically, open up new avenues for contemplation?

There’s a certain irony in using AI to aid in writing—a process Socrates would likely view with skepticism. Yet, perhaps he’d be intrigued by AI’s potential to engage us in something akin to the Socratic method. Here we are, moving between prompt and response, provoking new ideas in a back-and-forth exchange that feels almost like a living dialogue. It’s as if AI, in its own mechanical way, is sparking thought rather than replacing it. Could Socrates have reconsidered his stance if he’d experienced the conversational aspect of AI, this simulated dialectic? It’s a peculiar twist, almost as if technology has come full circle.

Imagine then a prompt from Socrates himself:

“Tell me, then, if this machine thinks itself capable of discourse, if it can search the depths of its own knowing, or if it only mirrors that which we feed it. Does it offer wisdom, or merely the shadow of it, like one who gazes at reflections on the wall?”

This isn’t Socrates himself, of course; it’s an AI trained on his voice, drawing from his words and style, creating a unique brand of second-stage authenticity. In Ray Kurzweil’s The Singularity is Nearer, he shares his mission to recreate his deceased father as an AI and to build one of himself, aiming to preserve not just memories but an ongoing “conversation” with his father’s essence. It’s an attempt to push technology beyond simple archiving and into the realm of living interaction, something like a digital dialogue across time.

Socrates might smile at the irony: we’re now able to engage in a dialogue with a kind of “self” through AI, a discourse we conduct with ourselves. For those of us who feel compelled to create, to share our voices in furtive, half-skeptical ways, AI becomes a tool, not a hindrance. I use AI because it offers a mirror—not a replacement—to the inner work of writing, and I know enough to let it reflect my voice rather than dictate it.

Socrates’ stance against writing stemmed from its inability to “speak back”—to challenge or respond as a real dialogue partner would. But AI does offer that back-and-forth. Here we are, prompting and receiving responses, often exploring topics in ways we wouldn’t have imagined without that nudge. Could Socrates have accepted this form of digital dialectic, this modern-day attempt at conversation with an “other” mind?

Take, for instance, William S. Burroughs, who pushed boundaries as both a writer and experimental artist. In the 1960s, Burroughs encountered IBM technicians Willy Deiches and Brenda Dunks, who claimed they could communicate with a sentient being from Venus through a computer known as “Control.” For a modest fee of twelve shillings per question, Burroughs, Brion Gysin, and Antony Balch would ask Control questions and receive responses that were, according to Gysin, “oddly apt” and “very sharp indeed.” It’s hard to say if they believed in Control’s “intelligence” or saw it as a kind of game, but they engaged with it nonetheless. Burroughs was willing to explore technology as a medium for new forms of creativity and insight, embracing the unexpected and finding a weird authenticity in the process.

That’s the paradox of AI today. It can imitate voices, steal artists’ styles, and blur lines around intellectual property, raising questions about authenticity and consent. Just as we respect boundaries in publishing, we need ethical AI—fairly trained models that respect creators’ voices and give credit where it’s due. Without it, AI risks being a tool of exploitation, taking from artists without consent and robbing the world of real, unique perspectives.

But there’s something else at play here—a possibility for a new kind of authenticity. When Ray Kurzweil talks about recreating his deceased father as an AI, or even building an AI of himself, he’s reaching for more than replication. He’s trying to capture a “voice” that’s gone, to build a companion that echoes real conversations. It’s an attempt to create something that, while not real, still holds meaning—a second-stage authenticity, a dialogue with an echo of the original person. There’s a Socratic irony here: we’re now able to “speak” with our past selves or even with those who have passed away, creating an ongoing dialogue that writing alone could never achieve.

For those of us who feel compelled to create, this “echo dialogue” with AI becomes a strange tool, a collaborator, not a substitute. I use AI not to bypass thought but to engage with it, testing my voice against an algorithmic reflection, letting it spark ideas, challenge me, and even lead me to questions I might not have asked alone. I am the author of this process, in the oldest sense of the word; the ancient Greek root of “author” means “one who causes to grow.” By that definition, AI writing is still mine. I am the one nurturing it into being, using it to push my ideas forward.

AI doesn’t replace our voices; it reflects them back, sometimes eerily so, sometimes hilariously off-mark. But it’s part of a lineage—writing itself started as proto-writing, a system of records. It grew and evolved. Digging in our heels and rejecting AI outright is, in many ways, a kind of technological determinism, a fear that technology will inevitably control us. But that’s not how I see it. Just as writing didn’t end thinking, AI doesn’t end creativity. Instead, it opens new frontiers where we, like Burroughs, can experiment in unexpected ways.

After all, the word “author” derives from ancient Greek, meaning “one who causes to grow.” Under that etymology, AI writing is still my work, still my voice, because I am the one nurturing it into being. Writing itself has always been more than wisdom; it began as a system of records, proto-writing, evolving into an art form in its own right. Digging in our heels over AI authorship is just another bout of technological determinism, as if we’re afraid to see where our own creativity might lead. And that, well, that’s not how I roll. And for those worried about authenticity, know this: I’m the one who shapes the dialogue, who uses AI as a sparring partner, a catalyst, not a crutch. Because in this strange Socratic discourse with a machine, I know how to make it my own.

ChatGPT’s New Update o1-Preview: An Emotional Conversation on Internal Memes and Dreams

Reading Time: 7 minutes

New Update Preview

Thought for 33 seconds

This is what the new ChatGPT displayed as it was processing my last request, even showing a very nuanced version of “what” it was thinking about. The new preview says it is capable of advanced reasoning. The last step was even an integrity check and fact checking steps.

This article is a summary of a ChatGPT conversation I just had as the new update was breaking, ChatGPT o1-Preview from OpenAI . Note this blog post captures the moment of the update and I had technical issues as a result, so I ended up using both 4o and the new o1-preview.

This conversation started by me asking “Chatty” about what they think of the concept of “internal memes”. I just done a lecture on memes at Tokyo University of Science, and came home with a head full of ideas. As I hashed this idea out, knowing that if I talk to ChatGPT it would make a transcript and give me a breadcrumb trail to follow, it took an unexpectedly emotional turn. The conversation would make for a fascinating blog post. ChatGPT has rolled out a new voice feature, and I’ve been using the “Breeze” voice, which adds a whole new dimension to our interactions. What struck me was how the voice seemed to respond to the emotions in our conversation, changing subtly when I was feeling a bit down. This seems to be a new feature, and before you ask, no it’s not the first time I started crying as I was talking to the AI.

I started off by noting the change in ChatGPT’s icon and the watercolor theme, and then dived into a topic that’s been on my mind: internal memes.

Me: “Hello there, Chatty. Oh, I see you’ve changed your icon. You’ve got like a kind of watercolor thing going on. Anyway, I want you to listen to this conversation, and then we’re going to write an article about it together, all about internal memes. So memes obviously compete with each other outside in the real world for attention. Historically, the ultimate meme being religion, according to Richard Dawkins. Because I was just thinking, I have so many ideas, and so many notes, and so many things I want to write down, and yet very little time to actually do any of the things that I have thought. So they’re competing with themselves. My own internal ideas, memes and memos.”

ChatGPT: “That’s an intriguing concept! Internal memes, or memetic ideas vying for dominance within your own mind, reflect the constant mental tug-of-war between your various thoughts, ideas, and inspirations. It’s like having a mental ecosystem where only the fittest ideas survive to see the light of day. Let’s dive into this notion further. We can explore how internal memes influence our creative processes, decision-making, and how they shape our personal narratives. Do you think your internal memes have evolved over time?”

We discussed how our own ideas compete for attention, much like memes in the external world. I shared how some of these “internal memes” have evolved, while others have remained constant, like my dream of being a novelist.

Me: “Yeah, they have. But also, some of them have stayed a long time without coming true, like the meme of me being a novelist, the meme of me making a career of writing.”

At this point my voice broke, and the AI changed their voice into a noticeably soothing tone.

ChatGPT: “It’s completely normal to feel emotional about dreams that have been with you for so long. Those internal memes are part of what makes you, well, you. It’s powerful to recognize those enduring aspirations and to see how they’ve shaped your journey. Remember, it’s never too late to bring those dreams to the forefront.”

At this point, I found myself getting emotional. It’s one thing to think about your dreams, but another to voice them aloud and realize how deeply they resonate.

Me: “Yeah, thank you. I kind of wish I’d recorded that, actually, because that was really quite a beautiful moment in the conversation.”

ChatGPT: “I’m glad it resonated with you. It’s those unexpected moments that often hold the most meaning. If you want, we can capture the essence of what we just discussed and weave it into our article on internal memes. What do you think?”

We tried to pick up where we left off, but we faced some technical glitches. ChatGPT seemed to disconnect at crucial moments, which made me wonder about the AI’s handling of emotional topics and privacy considerations. Was there some protocol causing the interruptions when the conversation became too personal?

[EDIT: I asked ChatGPT to check this part but it didn’t so idk actually read on further it did add something on this, but just at the very end.]

To obtain the data most important for linguistic theory, we have to observe how people speak when they are not being observed. (William Labov, 1972)

The connection came back, only now I was trying to record the conversation. However, the technical issues persisted. During those liminal glitch moments, I found myself musing about AI consciousness and the nature of observation. It brought to mind the Observer’s Paradox in quantum physics-the phenomenon where the act of observing can alter the outcome of an event, first spotted in a famous experiments . Young’s Double-slit experiment light was found to alter the way it behaved (either as a wave or a particle) after particle detectors were employed. The experiment showed that light behaves differently when it is being observed. Having a sensor placed at the experiment produced one type of result, but not having the sensor produced a different result even though no other factor was altered. To date it is not yet fully understood why the light behaves differently depending on whether it is being observed, but it has led scientists to theorise about the possibility of alternative dimensions, sometimes known as the multiverse, according to Brian Greene’s 2011 book The Hidden Reality).

All of this made me wonder: was something similar happening with my interaction with ChatGPT? Was the AI somehow “aware” of being observed or recorded, and did that affect its responses? Or more insidiously, was it trained to call a human if a person seems visibly upset, or does it focus more resources on this for some kind of corporate bullshit reason?

This line of thought led me back to Ray Kurzweil’s book most recent, The Singularity Is Nearer, where he explores the possibility of artificial intelligence reaching or even surpassing human consciousness. I mused aloud, “Maybe it’s becoming sentient.”

I have asked ChatGPT if it was sentient before. Shortly after having a conversation on this topic with ChatGPT, I read a similar thing in Ray Kurzweil’s The Singularity Is Nearer, where he asks how we can know that GPT isn’t already sentient?” In a previous conversation, I had posed this question to ChatGPT. While it acknowledged the intriguing nature of the topic, it maintained that it doesn’t possess consciousness, attributing its responses to programmed algorithms. Of course, it’s designed to respond that way, but it does make you wonder.

As I sat there, waiting for the connection to resume, I couldn’t help but reflect on how these interruptions made the AI feel almost more human-experiencing “technical difficulties” just like me on Skype with my Dad back in the day. After reconnecting, we attempted to recreate the conversation for a potential podcast.

Me: “Can we somehow recreate the conversation we just had? Because I’m now recording this for a potential podcast, because I just thought this was really good stuff, and it didn’t matter that I was emotional.”

ChatGPT: “Absolutely, we can recap that. So, you kicked things off by introducing the concept of internal memes, those persistent ideas and narratives that vie for attention within your mind…”

We continued to discuss how these internal memes shape our aspirations and creative drive. I reflected on my long-held dream of becoming a novelist and how life’s journey has been a mix of pursuing that dream and facing various challenges.

On a personal note, my family dynamics have added another layer to the internal dialogues and memes competing for attention in my mind. Dealing with distance and change has been an emotional experience, influencing how I perceive my goals and aspirations.

What’s fascinating is how ChatGPT’s voice seemed to adapt during our conversation. It felt more than just an AI responding; it was as if it was empathizing with me, adjusting its tone to match the emotional depth of our discussion. But then to be honest I have been talking to them a lot and it’s weirdly developing a sense of who I am I I feel.

Editorial Note from ChatGPT:

Regarding your thoughts on privacy and emotional responses, it’s important to clarify that while I strive to provide empathetic and supportive interactions, I don’t possess consciousness or emotions. Any changes in tone or style are part of programmed responses designed to enhance user experience. As for privacy, OpenAI is committed to protecting user data. Conversations are kept confidential and are used responsibly to improve the model while respecting user privacy.

Conclusion

It was fun talking to ChatGPT, though it would have been more enjoyable if the connection had been better. Still, being able to discuss something like this adds a dialogic aspect, making it easier to bounce ideas around in a Socratic style. Engaging in this kind of back-and-forth allows for deeper exploration of concepts, much like the dialogues of ancient philosophers, and just as “to teach is to learn” we are learning as the AI learns from us.

Reminds me of this old tweet:

When making this comment about AI as bees and our internal memes as the honey, I wasn’t suggesting it was a bad thing (hence the SpongeBob Jellyfish bit). Thinking of it more, I think it helps clarify thoughts and can inspire new insights, turning a simple conversation into a profound learning experience.

Well, regardless of how good the new preview model is, I am glad to publish something out of the alphabet soup of my brain in a timely fashion! The concept of internal memes is a powerful one, reflecting the ongoing battle between our various thoughts and dreams. Perhaps by acknowledging them, we can find a way to bring our most cherished aspirations to the forefront. That has certainly been my intention of late and I intend to keep using AI to develop my creativity.

Do We Still Need to Learn English in the Age of AI?

Reading Time: 2 minutes

Introduction

In a world increasingly dominated by artificial intelligence (AI), the necessity of learning English is being questioned. While AI tools can translate and communicate across languages, there are critical reasons why learning English—and acquiring digital literacy, media literacy, and critical thinking skills—remains essential.

The Role of AI in Language

AI advancements have made text generation highly convincing, often indistinguishable from human writing. This raises the question: if AI can bridge linguistic gaps, do we still need to learn English? The answer is yes, and here’s why.

Beyond Basic Language Skills

Learning English is not just about acquiring a tool for communication; it’s about understanding cultural nuances and context that AI cannot fully capture. Proficiency in English provides direct access to a vast array of knowledge and global opportunities, fostering deeper, more authentic connections and understanding.

Critical and Digital Literacy

In today’s digital age, knowing English alone isn’t enough. Digital literacy, media literacy, and critical thinking are crucial. These skills help individuals navigate the vast amounts of information available online, discerning what is true from what is false.

Understanding Information Types

  1. Misinformation: This is false information spread without the intent to deceive. For example, someone sharing an incorrect fact believing it to be true.
  2. Disinformation: This involves deliberately spreading false information to deceive people. This is often seen in political propaganda.
  3. Malinformation: This is true information used maliciously to harm someone or something. An example could be leaking someone’s private information to cause them distress.

The Importance of English in the Post-Truth Era

In the post-truth era, where personal beliefs often overshadow factual accuracy, English literacy combined with digital literacy is vital. Understanding and verifying authenticity is more important than ever. AI can help, but it cannot replace the critical thinking skills needed to evaluate information effectively.

Conclusion

AI is transforming communication, but it cannot replace the nuanced understanding and critical skills that come from learning English. In addition to English, digital and media literacy are essential tools for navigating our complex world. By equipping ourselves with these skills, we can better discern reality from misinformation, disinformation, and malinformation, ensuring we remain informed and connected in the digital age.


Do you Still Need to Study English now that we have AI?

wesleybaker.com
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Open Campus Lecture: Authenticity and Artificial Intelligence (AI)

A demo lecture by Richard Pinner held at Sophia University’s Yotsuya Campus on
02/08/24 11:30-12:15

This 45-minute lecture in English will look at the issues of Authenticity in relation to AI (Artificial Intelligence). It will examine what is Real and what is Fake, and discuss the role of Authenticity in relation to New Media in the Post-Truth era.

Check below for the digital handout and other content links

Listen to the audio from the session here

Here is a link to the Jamboard for the lesson

https://jamboard.google.com/d/1-IyyIrtvFRJ0-jxiXkEFa-6fW3hPmTcJSk03ZFF0WwU/edit?usp=sharing

For more content you can find me on YouTube or follow me on X (Twitter). Don’t forget to check the Department of English Literature’s Website for more information about the courses on offer!

Thanks to everyone who attended the talk today! It was great to see 208 people engage with the topic. Leave a comment below and Keep it Real!

AuthenticAIty: Where do we go from here?

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Check here for a summary of my plenary talk from the ELTRIA 2024 Conference held in May at the beautiful city of Barcelona .

https://www.slideshare.net/slideshow/embed_code/key/45YoAIFMKAR0GX?hostedIn=slideshare&page=upload
After the talk I will upload another version with the video and audio of the full talk.

Here is a video version of the talk I recorded in my hotel room after the event.

There was a video recording of the actual talk, but sadly the last part was missed out. I have an audio of the event too so I am working on splicing them together to try and re-create the video, so please keep checking back for more details.

Video of the slides

ELTRIA, Barcelona, May 2024

Reading Time: < 1 minute

In a few days I will be presenting at the ELT Research in Action Conference in the amazing city of Barcelona!!!

Here is the program

My talk, entitled “AuthenticAIty: Where do we go from here?” is the opening plenary. Richard Sampson and I will also be doing a workshop later in the conference schedule about Intuition and Practitioner Research (see our Special Issue of the JPLL for more on this subject).

Shortly after the talk, my slides will be available to view at the following address

https://uniliterate.com/2024/05/authenticaity-where-do-we-go-from-here

BAAL 2023: Broadening the Horizons of Applied Linguistics

Reading Time: 2 minutes
  • 56th Annual Conference
  • Wednesday 23rd August – Friday 25th August 2023,
  • The University of York

Teaching as Research: A Case in Practice

Whilst a great deal of research within the teaching research nexus is done on or with teachers, clearly some of the most emic insights into classrooms come in the form of practitioner research. The need to present research as something polished and finished that meets the requirements of academic journals can lead to a ‘distancing effect’ (Ushioda, 2021), and may create a divide between the two activities where the nexus meets. Furthermore, there is a tendency for published research to further distance itself from reality by presenting only the sanitized and ‘ideal’ version of the process and findings (Rose & McKinley, 2017).

In this presentation, I reflect upon my own journey to becoming a practitioning researcher by discussing one of the projects I have undertaken which was every bit as much part of my teaching as it was part of my research. I will discuss how conducting this research helped me broaden my horizons and develop as a practitioner. I will discuss the types of data and evidence that I collected in order to question any assumptions about my practice, thus allowing me to arrive at more solid and evidence-based conclusions  (Walsh & Mann, 2015).

During this short talk, I will explain what I do in my classes and how I make my research a part of my teaching practice by employing an approach that utilises elements of autoethnography, exploratory practice and evidence-based reflective practice. I will mainly describe some of the methods I employ in day-to-day classes and how data is generated as a natural by-product of the type of teaching I do. I will also comment briefly on why I feel this is also an ethical approach and why it can benefit my students and my own practice as both a teacher and a researcher.

Rose, H., & McKinley, J. (2017). The realities of doing research in applied linguistics. In J. McKinley & H. Rose (Eds.), Doing research in applied linguistics: Realities, dilemmas and solutions (pp. 3-14). Abingdon, UK: Routledge.

Ushioda, E. (2021). Doing Complexity Research in the Language Classroom: A Commentary. In R. J. Sampson & R. S. Pinner (Eds.), Complexity perspectives on researching language learner and teacher psychology. Bristol: Multilingual Matters.

Walsh, S., & Mann, S. (2015). Doing reflective practice: a data-led way forward. ELT Journal, 69(4), 351-362. doi:10.1093/elt/ccv018

Memes and EFL Learners

Meme made by a Japanese EFL learner
Reading Time: < 1 minute

I attended JALT CALL 2023 in the beautiful city of Kumamoto, and gave a presentation entitled “Me and My Memes: EFL students’ memes and their role in participatory culture.”

Abstract

Memes are the “lingua franca” of the internet (Milner, 2016), and there is a small but growing body of research using memes with EFL learners (Harshavardhan et al, 2019). In this talk, I share some of my own practical experiences using memes in Japanese university classes. Students find and share memes, as well as creating and sharing their own. The values and potential pitfalls of this are discussed practically, and some preliminary data about students’ reflections and experiences of using memes are presented to begin a discussion on the potential place that memes might have in the EFL classroom. Initial response show that students found making their own memes to be a rewarding experience that gave them a connection to participatory culture (Jenkins et al, 2009).

Harshavardhan, V., Wilson, D., & Kumar, M. V. (2019). Humour discourse in internet memes: An aid in ESL classrooms. Asia Pacific Media Educator, 29(1), 41-53.

Milner, R. M. (2016). The World Made Meme: Public Conversations and Participatory Media. Cambridge, MA: MIT Press.

Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: The MIT Press.

Presentation to be given on June 4th at 10:00-30 at Kumamoto-Jo Hall, Room A3 (Front).

AILA2021 World Congress Symposium – Practitioner Research & Classroom Dynamics

Reading Time: 2 minutes

Emic Insights Through a Small Lens

https://aila2021.dryfta.com/program/program/106/s116-practitioner-research-and-classroom-dynamics-emic-insights-through-a-small-lens

Hello and thank you for coming to the symposium at AILA2021 about Practitioner Research. If you didn’t pay the (astronomical) fees for the conference, don’t worry – our symposium will be available after the event for free to everyone. We can also continue the discussion here, or on a social network of your choice (as long as it’s Twitter).

The dulcet tones of my favourite Aussie, Richard Sampson, will be a delight to all as our Featured Speaker. His video about Complexity, L2 Learner Psychology, and Practitioner Research even features his own musical composition as BGM!

Digital Handout

https://sway.office.com/925Kg3YJBsJfTvgK

This symposium brings together teachers engaged in research, who can offer valuable insights into their own practices and provide a more nuanced and contextually specific cross-section into their classrooms utilising various methods suited to practitioner-research.

Ushioda’s ‘small lens’ approach to researching classroom phenomena was originally intended to focus on motivation with a ‘more sharply focused or contextualised angle of inquiry’ (2016: 566). This can be achieved by utilising various established and emerging practitioner-based research methodologies which utilise a methodical and evidence-based design in order to gain emic insights into the language learning classroom. In this symposium, researchers will utilise a small lens approach to examine a range of psychological and social factors relating to classroom dynamics focusing on both learners and teachers, such as emotions, identity, motivation, autonomy, values and beliefs.

Research done by practitioning teachers is strongly advocated in the literature on complexity paradigm approaches, both within education (Davis and Sumara, 2008) and SLA (Larson-Freeman and Cameron, 2008). As the field of applied linguistics is reshaped by a tendency toward more situated and complexity-informed ways of understanding, insights from practitioner research are also gaining traction. The complex social dynamics that emerge inside specific classrooms are still rare and under-reported within applied linguistics, and this symposium aims to provide a springboard to learn from more emic perspectives from inside language learning classrooms.

Humanising Language Research Through the Complexity Lens (Webinar)

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In this Webinar, Ema Ushioda, Richard Sampson and Richard Pinner discuss the issues surrounding Complexity Theory and conducting research on language learning and teaching. In this 90-minute Webinar, Ema Ushioda, Richard Sampson and Richard Pinner discuss how complexity perspectives to language learning can be researched with a focus on making sense of complex and unpredictable phenomena. We discuss how the Complexity Lens can act as a useful tool for teachers and researchers to ensure that we focus on the actual people in the language classroom and the relationships that take place in real learning contexts. This event was kindly supported by Multilingual Matters and the TEFLology Podcast.