Philosophical Literacy: Dialogue on a Pedagogical Experiment
Bibliographic record
Abstract
This paper seeks to contribute to the ongoing debate in universities about literacy, the link between writing and academic success, and writing in specific disciplines. It reports the major phases in the design and implementation of a team-taught curriculum which integrated two half courses in writing and philosophy. The major objective was to develop philosophical literacy among students as a groundwork for future humanities courses. The unifying motif was "dialogue" which facilitated the negotiation between two members of faculty with different areas of expertise, the concept of philosophy as dialogue, and the student-teacher relationship as dialogue. Comments are made about some of the difficulties and uncertainties which students experienced initially, as well as certain modifications which were made to the curriculum. The successful completion of a wide range of differentiated tasks and the major assignment, a complex argumentative research paper, indicated the extent to which students had achieved the goal of philosophical literacy. The experiment raised a number of challenging theoretical and pedagogical questions, some of which are answered in the final section of the paper, while others still need to be researched.
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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 | 0.035 | 0.087 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.008 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.006 | 0.007 |
| Insufficient payload (model declined to judge) | 0.014 | 0.002 |
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".