Seeing Pedagogically, Telling Phenomenologically: Addressing the Profound Complexity of Education
Bibliographic record
Abstract
The paper exemplifies how we as teachers see children, and indicates ways of understanding the existential educational meanings of what we see. The authors suggest that the phenomenon of seeing is a personal and relational intentional act that opens up, as well as delimits educational practice. A hermeneutic phenomenological approach to education is suggested and the thought of seeing and telling as interwoven representations is put forth. However, despite a phenomenological inquiry’s immense qualities as a pre-reflective experiential source to understanding, the authors believe that phenomenology cannot overcome or erase the aporetic unavailability of a pedagogical practice and a pedagogical-ethical language. The paper intends to show that seeing pedagogically always will be more complex, paradoxical and unsettled than what can be shown and told phenomenologically.
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.
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 | 0.011 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.009 | 0.076 |
| Scholarly communication | 0.015 | 0.020 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.004 | 0.006 |
| 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".