Education and its borderlines. An essay about the nature of education
Bibliographic record
Abstract
This essay initiates a fundamental discussion about education’s nature and character, and raises the questions: Is education reliant on other disciplines as, for example, psychology, sociology and philosophy? Or may education be thought of independently, without being reliant on other disciplines? These questions are discussed in the light of Theodor Litt’s educational reading of Hegel’s understanding of dialectics, as it appears in the book Phenomenology of Spirit, in order to support that education has a relational and dialectic nature. In the second part, we connect the concept of ‘Hegelian dialectic structure’ with scientific theory. More specifically, we introduce a theoretically oriented concept, based on semantic theory construction; namely, ‘relational parameter bundles’. This concept clarifies the difference between education and other ‘scientific,’ often more empirically based disciplines, such as psychology, on which education, or rather, educational researchers, traditionally rely. Through our theoretical approach we aim to uncover fundamental differences within different disciplines’ scientific thinking, and their use of theories and models, which then manifest themselves in the discipline’s scientific assessments and practical actions. An uncritical integration of other disciplines in education may destroy the ‘true’ nature of education, and thus pose a danger to education’s character, problem areas and ways of conducting research. That does not mean that education shall be isolated from other disciplines, it is rather a question of when perspectives from other disciplines should be included in educational matters. Not before the educational questions are raised and worked through will it be appropriate to obtain knowledge from other disciplines, if, that is, it is deemed necessary based on educational judgment.
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.
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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.033 |
| Scholarly communication | 0.009 | 0.010 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.007 | 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".