Andragogical Epistemology and the Lacanian Discourse of the Hysteric: Learning Through Trauma, Trauma Through Learning
Bibliographic record
Abstract
Harm, this paper proposes, is a viable teaching objective. Presenting an andragogy of post secondary liberal arts education, this paper explores the relationship between critical thinking and subjective harm, arguing that subjective harm is an inevitable outcome of critical thinking practice. The author situates this teaching methodology within the discourse theory of psychoanalyst Jacques Lacan, positioning this critical thinking andragogy specifically within the Discourse of the Hysteric, which interrogates the institutionalized epistemology present in universities. Defining critical thinking as a subjective cognitive technique adjoined to reflexivity and reflective practice, this paper examines and refutes the university principle of primum non nocere (do no harm), arguing that it represents a logical incoherence in university principles. Semantically and conceptually examining the terminologies involved, the author contends that, to the extent that we accept the definition of “harm” found in the Discourse of the University, any teaching practice that valorizes critical thinking inevitably will, and should, be harmful.
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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 | 0.007 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.009 | 0.086 |
| Scholarly communication | 0.009 | 0.007 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.003 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".