‘Placing’ Pedagogy and Curriculum Within an Ecological Worldview
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
Surveying the last two centuries, one might easily deduce the purpose of education has been to induct, or rather indoctrinate, students into a culture’s dominant ontology and epistemology. In modern Western culture’s prevailing education systems, this usually means atomistic, dualistic, and competitive ways of being and disembodied, decontextualized and dispassionate ways of knowing that focus on passively acquiring abstracted and fragmented knowledge. Given our current predicament of human alienation and ecological crisis, we suggest a new worldview is needed to reconceptualize human ways of living and being in, indeed valuing, our place within the ecosphere. In contrast to the modernist, mechanistic world view, which deems the natural world detached, valueless, and available for human exploitation, an ecological worldview advocates a human sense of self as interconnected and unified with the natural world. Moved by the work of philosophers, eco-theorists and eco-educators, this paper explores the role of the more-than-human world in pedagogical and curricular processes and practices that align more closely with an ecological worldview. Our proposed praxis of ecological education was introduced and put into action with a group of educators at the Education With/Out Borders (EWOB) symposium at Sasamat, British Columbia, in October, 2008. An overview of the exercise and highlights from the group’s concluding discussion of the experience are also presented.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.003 | 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