Toward an Interdisciplinary Understanding of Place: Lessons for Environmental Education
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
Sense of place is lauded as critical to developing an environmentally conscious and responsive citizenry. Calls for place-based education have often arisen from an emotional plea to reconnect to the land, become rooted, and conserve natural places. However, in reality, sense of place encompasses a multidimensional array that is not only biophysical, but also psychological, sociocultural, political, and economic. This paper reviews the sense-of-place literature and argues for an integrated, holistic view of place, particularly as it applies to environmental education. Recognizing these interconnected dimensions encourages environmental education that more effectively, practically, and honestly integrates sense of place with realworld issues of environmental learning, involvement, action, and community-based conservation. Resume On louange la notion d’espace en tant qu’element critique au developpement d’une conscience ecologique et au declenchement d’une bonne reaction de la part de l’ensemble des habitants. Les considerations d’education basee sur l’espace ont souvent resulte d’un plaidoyer emotif en vue de se lier de nouveau a la terre, pour s’enraciner et preserver les endroits naturels. Cependant, en realite, la notion d’espace comprend un etalage multidimensionnel qui est non seulement biophysique, mais aussi psychologique, socioculturel, politique et economique. Le present texte examine la documentation sur la notion d’espace et plaide en faveur d’une conception integree et holistique de l’espace, particulierement dans ses applications a l’education ecologique. Reconnaitre ces dimensions intimement liees encourage une education ecologique qui integre plus efficacement, pratiquement et honnetement la notion d’espace, au moyen de questions provenant du monde reel sur l’apprentissage ecologique, la participation, l’action et la defense de l’environnement axee sur la collectivite.
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 | 0.001 | 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 | 0.001 | 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) | 0.001 | 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