Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
[First paragraph] This project has too many strands to even begin to suggest where it started. However, it really began to take shape during an afternoon spent scouring libraries and bookstores with a friend who teaches in the International Baccalaureate (IB) program at a local secondary school. He teaches physics and chemistry but had been given a new course, "Theory of Knowledge," or TOK as they call it in their shorthand. He asked what I thought of its title and aims and I had to be honest: "It is the most pretentious sounding thing I’ve heard in a while." He agreed. Where does one begin teaching Gr. 12 students, no matter how talented, the "theory of knowledge"? Yes, they meant one. Apparently, there is one theory of knowledge and in 375 minutes per week over the course of a twenty-week semester, it is to be delivered and faithfully so. Alternatively, one could endeavour to teach them all theories of knowledge in order to ensure that students would be able to question any knowledge claim they encounter. Who would undertake such a task? Who could? Small wonder, then, I was finding students who made flat statements like, "I know all about Northrop Frye. I read his essay in high school." I have never forgotten that one because one section of the second chapter of the Anatomy of Criticism was understood as being everything. Yet, it was not surprising. We had more to teach them and instead of increasing the time available to do so, the institutional structures were compressing schedules. Ontario even managed to eliminate a year of high school without finding a way -- even a money-making one -- to replace it with two-year schools or something like the CEGEPs in Québec. Eventually, we hit upon trying to teach critical thinking and the cogent expression of that thought as our two primary goals; neither of us trusting epistemologies nor being satisfied with ontologies. Admittedly, we both avoid defining a "theory of knowledge," let alone "the" theory of knowledge.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle