Toward an Interdisciplinary Understanding of Place: Lessons for Environmental Education
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.033 |
| Scholarly communication | 0.010 | 0.021 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.005 | 0.007 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".