Taking on the Traditions in Philosophy of Education: A Symposium
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this symposium, we highlight the importance of critical engagement with philosophical traditions in philosophy of education. On one hand, it is important to critique the exclusionary nature of canons of knowledge that have shaped both philosophy and education; on the other, we believe it is important to acknowledge that our thinking, as well as the thinking of philosophers of education before us, is undeniably and indelibly marked by these traditions. Framed by Jacques Derrida’s reflections on the “figure of the philosopher” and Michael Naas’s conception of “taking on the tradition,” David Burns invites us to revisit the Stoic conception of character as a counterpoint to current discourses of character education in Canadian schools; David Waddington examines how Thomas Jefferson’s writings influenced John Dewey’s conception of democracy and democratic education; and Ann Chinnery proposes acknowledgement of intellectual indebtedness as an essential scholarly disposition, looking specifically at the “difficult inheritance” of Emmanuel Levinas’s debt to Martin Heidegger.
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.
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 | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it