Incorporating ‘the earth and skies, the winds and rocks’:<sup>1</sup>nature as an active participant in conflict transformation and peacebuilding
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
Winning essay: the 2009 Routledge – GCP&S Essay Competition† †An international essay competition encouraging contributions on global issues from graduate students and early career researchers. Scholars often re-tell and analyze peacebuilding stories as independent of locale, as though place does not matter. Inspired by a Mayan priest's observation that academic peacebuilding frameworks are missing ‘the earth and skies, the winds and rocks’, this article examines the role of nature in conflict transformation and peacebuilding. It reviews the results of studies highlighting nature's function in human evolution and in improving mental health and well-being. It then presents three case studies of peacebuilding processes in which participants interacted with one another in natural settings. When these cases are taken at the convergence of the empirical research on nature's emotional and physiological benefits to human beings, a meaningful pattern emerges. Each case becomes understood as tied to the ecologies of the place where participants engaged with one another, thus suggesting that nature is an active yet overlooked participant in conflict transformation and peacebuilding.
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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 | 0.001 | 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 | 0.001 |
| 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