Foreignness and Otherness in Pedagogical Contexts
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
This paper considers the issue of alterity in education, first defining the question of the "other" or the "foreign" as it appears in a number of educational discourses and contexts. The paper then presents two different, historically-localizable aspects of the pedagogical encounter with foreignness or otherness. Both of these are associated with periods that have an important place in German cultural and intellectual history. The first is the transition from the middle ages to the early-modern period, the time of John Amos Comenius' Orbis Sensualium Pictus. Despite the achievements of this particular work as an encyclopedic and pedagogical introduction to the "visible world," it presents a rather deleterious treatment of the foreign in its contemporaneous manifestation in Northern Europe. The second historical period is the 19th century, and what is of principle concern here is the treatment of the foreign in grand, synthetic neo-humanistic theories of time. While the processes of dialectical assimilation and integration to which the foreign or other was subjected in these theories were not as explicit or overt as in preceding periods, they are still comparable in terms of their ultimate effect. This paper concludes by considering two 20th century articulations of education or Bildung in which the irreducible presence of the foreign or other in human development is explicitly acknowledged and affirmed, and the issue of its respect and recouperation is directly addressed, sometimes with significant and valuable consequences for pedagogy.
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 | 0.002 |
| 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