Education, Identity and iClass: From Education to Psychosocial Development
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
At first consideration, the worlds of the classroom, the psychotherapy office and the experimental psychology laboratory may seem disparate settings with no obvious connection among them. In this article, the author would like to draw such a connection and to suggest the relevance of psychosocial developmental theory and research to self-regulated personalized learning in general and to iClass in particular. The foundation for this connection lies in Erik Erikson's theory of ego development. Psychosocial development will occur for all persons within a school setting, whether or not that setting takes such development into consideration or furnishes optimal conditions for it. It is better to consciously structure the school environment to provide optimal conditions than to ignore the inevitability of such development and, by default, provide a non-optimal or even inhibitory environment. The author first describes Erikson's theory, then discusses its relevance to the school setting, and moves on to a focus on identity development in late adolescence. In particular, the author emphasizes a kind of truncated identity formation known as ‘foreclosure’. The article concludes with a discussion of the relevance of iClass to identity development in particular and psychosocial development in general.
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 | 0.001 | 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) | 0.000 | 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