Homegrown terrorism and transformative learning: an interdisciplinary approach to understanding radicalization
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
Since 2001, a preponderance of terrorist activity in Europe, North America, and Australia, has involved radicalized Westerners inspired by al Qaeda. Described as ‘homegrown terrorism’, perpetrators are citizens and residents born, raised, and educated within the countries they attack. While most scholars and policy-makers agree that radicalization plays a central role in persuading Westerners to embrace terrorism, little research properly investigates the internal and cognitive processes inherent to radicalization. Transformative learning theory, developed from the sciences in education, health, and rehabilitation, provides an unconventional and interdisciplinary way to understand the radicalization process. The theory suggests that sustained behavioural change can occur when critical reflection and the development of novel personal belief systems are provoked by specific triggering factors. In applying transformative learning theory to homegrown terrorism, this study helps explain how formerly non-violent individuals come to condone, legitimize, and participate in violent behaviour.
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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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