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Record W1921940062 · doi:10.7202/1072581ar

Teaching and the Value of Inquiry

2020· article· en· W1921940062 on OpenAlexaffvenue
Paul O'Leary

Bibliographic record

VenuePaideusis · 2020
Typearticle
Languageen
FieldSocial Sciences
TopicReligious Education and Schools
Canadian institutionsWestern University
Fundersnot available
KeywordsPrudenceCriticismEpistemologyValue (mathematics)Truth valuePsychologySociologyPhilosophyComputer scienceLawPolitical science

Abstract

fetched live from OpenAlex

This paper considers a self-acknowledged indoctrinator’s defense of his teaching. This defense relies on the correspondence conception of truth which allows a logical gap between the conduct of an inquiry and the truth of our beliefs. In criticism, I will seek to characterize the truth of our beliefs in terms of a link with genuine inquiry. Finally, I consider the value of having true beliefs and what constitutes the importance of acquiring the ability to inquire. On this view, good teaching, at a minimum, involves the exercise and the fostering of what I shall call epistemic prudence.

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 imitation

Not 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.

metaresearch head score (Codex)0.015
metaresearch head score (Gemma)0.021
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.015
Threshold uncertainty score0.080

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0150.021
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0070.075
Scholarly communication0.0140.010
Open science0.0010.008
Research integrity0.0040.007
Insufficient payload (model declined to judge)0.0030.001

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.

Opus teacher head0.045
GPT teacher head0.348
Teacher spread0.303 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

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".

Quick stats

Citations0
Published2020
Admission routes2
Has abstractyes

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