Postphenomenological Enquiry and Living the Environmental Condition
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
The acknowledgement of at least three “social constructions” crucially relevant to the interests of environmental education highlights the need for keener insights into thefield’s practices. These constructions are the self, nature, and, most significantly for the purposes here, the relations of that self and the various environments he/she experiences. Enquiry of a phenomenological type deals assertively with “constructionism” because of its quest to interpret human experience as it “itself” is “lived” and “structured.”Postphenomenological enquiry can reveal the embodied relations of those socially constructed experiences of self and environment/nature. In exploring the genre ofphenomenological enquiry, this article identifies some of the key socio-ontological signposts, substantive foci, challenges, and predicaments reflective teachers andresearchers should consider in enquiring into the contingent and relational nature of human experience. This critical, postphenomenology responds to the need to incorporateontological considerations into the politics of environmental education research (Robottom & Hart, 1993).
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 | 0.000 | 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 | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.008 | 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