A Thin Place: Narratives of Space and Place, Celtic Spirituality and Meaning
Bibliographic record
Abstract
Abstract Peoples' engagement with space and place is explored in this paper through the description of, and reflection upon, experiences of visiting a tiny island in the Scottish Hebrides, which has been described as a "thin place," referring to the thinness of the boundary between this world and the spiritual world. Combining narrative practice and auto-ethnography, elements of stories are presented and situated within a framework influenced by Celtic spirituality and post-modern geography. These preliminary findings from this exploratory study contribute to the literature that suggests integrating spirituality and the nonhuman environment into social work and narrative practices. Keywords: ScotlandCeltic spiritualityenvironmental engagementnarrative practice Notes 1. I completed a Celtic Spirituality module at Sarum College in Salisbury, June 2011. This module was part of the MA in Christian Spirituality that Sarum College offers in conjunction with the University of Winchester. 2. See CitationHarvey (2006) also for further discussion of the relationship between space and time. 3. I will be reviewing stories gathered from this trip in a future paper, but of special interest was an interview with Dara CitationMolloy (2009), a former Roman Catholic Priest, who, on a visit to Inis Mor, experienced it as his "place of resurrection" and so left the priesthood and now lives on Inis Mor as a Celtic Monk. 4. I have had the privilege of being involved with community practices and research projects with members of the Six Nations of the Grand River Territory and local residents since 2006. See www.neighbouringcommunties.net for details of earlier projects.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".