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
Epistemology – the question of what knowledge is and how it is acquired – is naturally an important one in the discursive domain of education. Yet, educational notions of epistemology still rely almost exclusively on text in order to define, store and convey knowledge. Formal curriculum is also primarily encoded in and understood through text. Despite the critical interventions of theorists such as Walter Ong and Marshal McLuhan who expose the visual and literary bias of our culture, as well as educators such as Barry Truax and R.M. Schafer who have advocated for the phenomenological benefits of listening and orality, education is a long way from shifting its epistemological paradigm from one that is text-centric to one that involves the body and the senses as foundational elements to knowledge construction, teaching practice and curriculum. This paper focuses particularly on orality and acoustic dimensions of communication, and proposes implications for how they might be important to educational practice and institutional conceptions of knowledge.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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) | 0.001 | 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