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.
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 | 0.025 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.062 |
| Scholarly communication | 0.008 | 0.012 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".