That We May Live Well Together in the Land...: Place Pluralism and Just Sustainability in Canadian and Environmental Studies
Bibliographic record
Abstract
The authors propose place pluralism as common ground for Canadian studies and environmental studies. In doing so, they draw on John Ralston Saul, Charles Taylor, work on environmental justice in Canada, and articulations of social inclusion. Research using the multi-faceted notion of place has been key contribution of both fields. Canada is network of places in which social and ecological plurality combine in diverse ways; Canada is multi-placed mosaic. Ultimately, place pluralism relies on the twin processes of decolonization and reinhabitation. Saul recently described Canada as a metis civilization claiming that an Aboriginal mindset underlies Canadian sociality. Taylor articulates moral ontology situated in social relationality that leads towards deep pluralism. The authors extend these approaches to articulate joined-up praxis that includes both social and environmental features. Finally, drawing on Taylor's explication of strong evaluation, the authors argue that place pluralism forms basis for Canadian-styled just sustainability consistent with the pressing needs of the twenty-first century. Abstract: Les auteurs proposent le pluralisme spatial comme point commun des etudes canadiennes et des etudes environnementales. Pour ce faire, ils s'inspirent des opinions de John Ralston Saul et de Charles Taylor, de travaux sur la justice environnementale au Canada et de l'articulation des discours sur l'inclusion sociale. Des recherches sur la notion polyvalente du lieu ont contribue de facon importante aux deux champs d'etudes. Le Canada est un reseau de lieux dans lesquels la pluralite sociale et ecologique se combine de diverses facons - le Canada est une mosaique de lieux. En fin de compte, le pluralisme spatial depend des deux processus jumeaux de decolonisation et de rehabitation. John Ralston Saul recemment decrit le Canada comme « une civilisation metisse », affirmant qu'une mentalite autochtone sous-tend la socialite canadienne. Charles Taylor exprime une ontologie morale situee dans une relationnalite sociale qui mene un pluralisme bien ancre. Les auteurs se servent de ces demarches pour articuler une praxis qui amalgame les caracteristiques sociales et environnementales. Finalement, en s'appuyant sur l'explication de Taylor d'une solide evaluation, les auteurs alleguent que le pluralisme spatial est le fondement d'un developpement durable juste, la canadienne, qui est compatible avec les besoins pressants du XXIe siecle.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".