The belief that AI technology is on the cusp of causing a generalized social crisis became a popular one in 2023. While there was no doubt an element of hype and exaggeration to some of these accounts, they do reflect the fact that there are troubling ramifications to this technology stack. This conjunction of shared concerns about social, political, and personal futures presaged by current developments in artificial intelligence presents the academic discipline of computing with a renewed opportunity for self-examination and reconfiguration. This position paper endeavors to do so in four sections. The first explores what is at stake for computing in the narrative of an AI crisis. The second articulates possible educational responses to this crisis and advocates for a broader analytic focus on power relations. The third section presents a novel characterization of academic computing's field of practice, one which includes not only the discipline's usual instrumental forms of practice but reflexive practice as well. This reflexive dimension integrates both the critical and public functions of the discipline as equal intellectual partners and a necessary component of any contemporary academic field. The final section will advocate for a conceptual archetype--the Public Computer Intellectual and its less conspicuous but still essential cousin, the (Almost) Public Computer Intellectual--as a way of practically imagining the expanded possibilities of academic practice in our discipline, one that provides both self-critique and an outward-facing orientation towards the public good. It will argue that the computer education research community can play a vital role in this regard. Recommendations for pedagogical change within computing to develop more reflexive capabilities are also provided.

翻译：2023年，人工智能技术即将引发普遍社会危机的观点开始流行。尽管这些论述无疑存在炒作与夸张的成分，但它们确实反映了该技术体系所带来的令人不安的连锁影响。这种由人工智能当前发展所预示的、对社会、政治及个人未来的共同关切，为计算学科提供了一个重新进行自我审视与重构的契机。本立场论文试图通过四个部分展开探讨。第一部分剖析在人工智能危机叙事中计算学科所面临的核心利害关系。第二部分阐述针对此次危机的可能教育应对策略，并主张将更广泛的分析焦点置于权力关系之上。第三部分提出对计算学术实践领域的新界定，该界定不仅包含学科常规的工具性实践形式，亦涵盖反思性实践。这一反思性维度将学科的批判功能与公共功能整合为平等的智力伙伴，并将其视为任何当代学术领域的必要组成部分。最后一部分将倡导一个概念原型——公共计算知识分子及其虽不显眼却至关重要的近亲（近乎）公共计算知识分子——作为一种切实构想本学科学术实践扩展可能性的途径，该原型既能提供自我批判，又具备面向公共福祉的外向导向。本文将论证计算机教育研究界可在此方面发挥至关重要的作用。文中亦提供了在计算学科内开展教学改革以培养更强反思能力的建议。