Affiliations: School of Education, University of Leeds, LS2 9JT, UK.
Abstract: This commentary addresses the issues of 'care' in intelligent
learning systems more precisely, elaborating and extending the definition to
include recent research from neuroscience and education on the affective
aspects of learning. It reflects on the association of profound empathy with
care and in what ways the systems described in this issue illustrate features
of profound empathy. It concludes that though they all include some features of
profound empathy they all lack an elaborate definition of 'care' which means
their ability to reproduce it is limited and they tend to focus more heavily on
the cognitive rather than the affective nature of care. However it concludes
that there are exciting opportunities ahead in the field if we consider the
affective nature of learning and care more seriously.