Transformative Learning: Advocating for a Holistic Approach
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
The present study lays the foundations for an integrated theory of transformative learning. Traditionally, theory and research in adult education have examined learning as a purely cognitive process. However, recent studies have shifted emphasis onto more holistic approaches, perceiving the individual as a whole, consisting of mind, body and spirit. Through thorough review of relevant studies, the present paper seeks to point out that transformative theories of learning have traditionally over-relied on rational and cognitive processes in describing perspective transformation, while it makes the assumption that for transformative learning to take place, cognitive, physical, emotional, and spiritual dimensions are closely interrelated. When we come to knowing and learning, linear and fragmented approaches cannot account for the perplexity of the human being, consisting of mind, body and spirit, and therefore all these parameters should be attended to.
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 | 0.002 | 0.004 |
| 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 | 0.000 |
| 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