Identity in the Philosophies of Dewey and Freire: Select Analyses
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
Identity, even if it has not been separately treated in the educational philosophies of John Dewey and Paulo Freire, remains, nevertheless, an important component of the teaching and writing of the two philosophers. This paper first presents a limited discussion of some theoretical and conceptual points on identity, followed by a general discussion of identity as it has been, either directly or indirectly, located in the educational philosophies of Dewey and Freire. The importance of identity, whether at the community, national, or even international stages, and as an educational and social development construct, is being rendered more fluid , dynamic, and therefore , probably less tangible by such transnational and trans-continental forces of globalization, information technology, and the electronic media. The paper ends with the acknowledgment that, while observations in this short article could only be the beginning of an interesting debate, a vigorous undertaking in reexamining questions and issues of identity (against the backdrop of Dewey an and Freire an philosophies of education) should be appreciated.
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 | 0.001 |
| 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