Idealism Revisited: Michael Oakeshott’s “Conversation” and the Question of Being-Together
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
A little more than a decade ago, Bill Readings, in the provocatively titled The University in Ruins, insisted that, in the wake of increasing globalization, the most urgent ethical issue facing educators was what he called "the question of beingtogether." 1 Readings framed "being-together" as a "question," since he believed that its moral and political dimensions could be effectively addressed only by an ongoing sensitivity to significant cultural and political shifts.In the context of higher education, Readings claimed that one of the most disturbing changes was the ongoing erosion of the broader rationales that had traditionally linked the functions of the university with the interests of the liberal democratic nation-state.The conventional idea of the university was in danger of falling into "ruins," argued Readings, to the extent that its role as a state institution was under threat from an increasingly interconnected and cross-bordered world.Taking Readings's concerns about the future of higher education at face value, I think it is important that philosophers of education of late have been wrestling with how they ought to think about their relationship to their colleagues who work in departments of philosophy.An essay by Ren Vincente Arcilla entitled "Why Aren't Philosophers and Educators Speaking to Each Other?" which appeared in Educational Theory in the winter of 2002, inspired a symposium issue later that very summer, with all of the contributors earnestly addressing Arcilla's provocative question. 2It also is revealing, I would suggest, although obviously only anecdotally so, that the alternative session at the 2008 Philosophy of Education Society Annual Meeting that seemed to generate the most spirited conference discussion was the one entitled "Philosophy of Education and Mainstream Philosophy."
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) | 0.000 | 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 it