Bibliographic record
Abstract
It is my great pleasure, as editor of Philosophy of Education 2006, to invite you to enjoy the intellectual feast laid out in the pages that follow.You will find very satisfying fare similar to that provided in previous volumes of this collection: wellcrafted, insightful essays on a variety of current and perennial topics in philosophy of education, written from different perspectives corresponding to different geographical, political, social, and intellectual locations.This year's collection has a special international flavor.Thanks to the vision and initiative of Sharon Bailin, president of the Philosophy of Education Society in 2006, this year's annual meeting was held in Puerto Vallarta, Mexico, and featured papers presented in Spanish (published in translation here).I expect you will agree that inviting the submission of papers written in a language other than English is one important way of widening participation in the conversations that take place at PES meetings and in these pages.As is customary, this volume begins with the presidential essay, distinguished invited essays, and featured essays, the selection of which is described in the preface that precedes this introduction.Thereafter, essays are printed in the same order in which they were presented at the annual meeting, and all of the above are accompanied by invited responses that are substantive papers in their own right.I will introduce the essays in a different order, one in which they are grouped according to common features or concerns.What follows is certainly not the only way the key points and recurring themes of the essays could be characterized, and I fear it is not even the best one, but I hope it will serve to help you locate philosophical fare ideally suited to satisfy your current intellectual appetite. CULTIVATING MORAL AND INTELLECTUAL VIRTUESA number of this year's essays explain, illustrate, and defend new conceptions of important educational ideals in terms of the potential of these particular ways of thinking to improve education for personal and social development.Peter Giampietro takes up Heesoon Bai's notion of autonomy as attunement to argue that it should be understood and cultivated as an intrinsically relational concept.Todd Rowen revisits Hannah Arendt's account of wonder in light of Immanuel Kant's characterization of the sublime, proposing that such "consuming states of apprehension" can facilitate the disruptions of established frameworks that are key to transformative learning.Trust is the focus of Suzanne Rice's featured essay, in which she employs features of Annette Baier's analysis of the concept to clarify the significance of trust relations between teachers and students as well as in education more generally.Dror Post examines the role of hope in education, introducing a distinction between Promethean and Epimethean varieties to characterize the place of hope in classrooms alongside other virtues such as wisdom and patience.Central to Ann Chinnery's recommendations for moral education is the conception of compassion she constructs from the work of Emmanuel Levinas, in aid of building community in contexts of difference. FINDING EDUCATION IN UNEXPECTED PLACESJessica Hochman and Christopher Moffett are both concerned, albeit in rather different ways, with the progressive educational potential of activities within urban landscapes.Hochman uses a study of how graffiti became a form of praxis for young New Yorkers in the 1970s and 1980s to consider whether-and, if so, under what conditions-youth-created media/performances constitute useful pedagogical "third spaces" (physical and dialectical) to discuss difference.Moffett contests the bias 10.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.032 | 0.010 |
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 source (direct Gemma or distilled Codex), 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".