Helping Students See What Ordinarily Remains Hidden
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
Often, when teaching in fields focused on the exploration of human society, an instructor who is concerned with the pervasive societal importance of religion faces the challenge of students informed by a contrary cultural assumption about religion’s significance. The notion that religion is fundamentally severable from other spheres of life is taken for granted in modern liberal, secular society, but is, nonetheless, a highly problematic idea that hides the profound extent to which multiple forms of religious experience are manifested throughout that same society. In teaching about such humanistic topics as politics and religion, political theory, modern world history, and the 2008 United States presidential election, I have discovered that introducing students to implicit religion, and “parallel” phenomena such as civil religion, offers them revealing tools with which to better grasp how, even within a seemingly secular milieu, humankind’s religious life intertwines with all domains of society. Accordingly, it is pedagogically enriching for students, and theoretically beneficial for the conceptualizing both of implicit religion and of religion more broadly, to discuss in the classroom such embodiments of implicit religion as: political and economic ideologies and practices, such as liberal capitalism and communism; nationalism; cultural mores; impassioned social movements such as environmentalism; popular music; and sports. This approach not only inspires students to critically evaluate the narrow concept of religion that is peculiar to modern society; it also makes concrete, intimate, and compelling such phenomena as transcendence, the sacred, and ultimate commitments, thereby deepening students’ understanding of how religious experience imbues the whole of human life.
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 | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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