Runaway Climate Change as Challenge to the ‘Closing Circle’ of Education for Sustainable 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
Education for sustainable development (ESD) is the latest and thickest manifestation of the ‘closing circle’ of policy-driven environmental education. Characterised by definitional haziness, a tendency to blur rather than lay bare inconsistencies and incompatibilities, and a cozy but ill-considered association with the globalisation agenda, the field has allowed the neoliberal marketplace worldview into the circle so that mainstream education for sustainable development tacitly embraces economic growth and an instrumentalist and managerial view of nature that goes hand in glove with an emphasis on the technical and the tangible rather than the axiological and intangible. Runaway climate change is imminent but there is widespread climate change denial, including within mainstream ESD. A transformative educational agenda in response to climate change is offered here. Recent calls for the integration of climate change education (CCE) within mainstream education for sustainable development should be resisted unless the field breaks free of the ‘closing circle’.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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