Wild Becomings: How the Everyday Experience of Common Wild Animals at Summer Camp Acts as an Entrance to the More-than-Human World.
Bibliographic record
Abstract
This paper describes the partial results of a research project which investigated conceptions of nature and the role of place in environmental education in children who attended Camp Arowhon. Through interviews and observations, utilizing a hybrid research drawing from phenomenography and ethnography, local common wild animals emerged as playing an important role in campers’ embodied connection to place. Through structured “nature programs” and unstructured “free-play,” campers discovered and increased their familiarity of common local animals. Using the deleuzeoguattarian concept of becoming, these interactions are proposed to serve as a starting point through which a child can move on to engage with increasingly abstract aspects of the natural world. Implications for urban environmental education, where these children spend the majority of their year, are discussed. Resume Le present article decrit les resultats partiels d’un projet de recherche de 2003, lequel etudie des representations de la nature et le role de l’espace dans l’education ecologique chez les enfants qui frequentaient le camp Arowhon. Par des entrevues et des observations, se servant d’une ebauche de recherche hybride sur la phenomenographie et l’ethnographie, on a decouvert que les animaux sauvages communs du coin jouent un role important dans les rapports que les campeurs incarnent par rapport a l’espace. Par des programmes structures, axes sur la « nature » et le « jeu libre » non structure, les campeurs ont decouvert et accru leur connaissance des petits animaux sauvage communs du coin. En utilisant le concept de deleuzeoguattaria du devenir, on propose ces interactions comme point de depart par lequel un enfant eventuellement aborder des aspects de plus en plus abstraits du monde naturel. On discute des implications de l’education ecologique urbaine, ou ces enfants passent la majorite de leur vie d’eleve.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.017 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".