The mediator as nonviolent advocate: Revisiting the question of mediator neutrality
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
Abstract This article presents the argument that the roles of interpersonal mediator and nonviolent advocate/activist are best carried out when they are each understood as being part of a larger framework of conflict resolution that makes room for them both. It draws on the relevant literature to date that supports the thesis that the skills and energies of both nonviolent advocacy and mediation should come into play in the actual practice of either role. To this end, it challenges the notion of neutrality as a guiding concept in the practice of mediation, suggesting instead that mediators, like nonviolent advocates, should determine the degree to which they intervene or influence the content of a session by the communicative behaviors of those in conflict. Finally, a visual model for illustrating the concrete ways in which the skills, conceptual resources, and energies of nonviolent advocacy might come into play in the practice and training of mediation is presented. The implications of this article are that we, as Western practitioners of mediation, must fundamentally rethink the way we define, carry out, and teach our role by looking, at least in part, to the assumptions and practice of nonviolent advocacy/activism.
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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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.
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