Becoming Philosophical in Educational Philosophy: Neither Emma nor the Art Connoisseur
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
In this essay, I will make a case for philosophy of education’s particular status, or its particular philosophical identity. To do this, I will first take a detour through modernity itself, or at least through one branch of modernity: the modern novel. I will use the work of Jacques Ranciere in order to show the predicament of the modern novel, and I will liken that predicament to the philosophical status of philosophy of education. As I will argue, even though philosophy of education is an applied philosophy, the philosophical nature of what we do should not be underestimated. Even more strongly, I will contend that philosophy of education is more philosophical than nonapplied philosophies. In the end, I will use the notion of “becoming philosophical” in order to shed light on educational philosophy’s philosophical distinctness, and to show how the current state of the philosophy of education curriculum, as well as the variety of successful teaching roles taken on by philosophers of education, result from this particular distinctiveness.
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 | 0.000 | 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 | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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