Aporetic openings in living well with others : the teacher as a thinking subject
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
This dissertation is a philosophical inquiry that addresses two questions: First, what does it mean to live well with others in educational contexts? And second, what might the way we engage with this question mean for the possibility of the teacher as a thinking subject? In support of this exposition, the author draws from the work of Jacques Derrida, Jean Luc Nancy, and Roberto Esposito and, to a lesser extent, Michael Hardt and Alain Badiou. This dissertation is concerned with the predeterminations and determinations that arise from particular conceptualizations of what it means to live well with others in educational contexts and how these may prevent or create conditions of possibility for the teacher as a thinking subject, and for the event of thinking. It responds to such commitments in education by engaging with a critique of the concept of community as one of the key concepts that animate educational practices today. It further presents the importance of the recognition of the constitutive aporetic character of community, and also of education. Such recognition, the author argues, is necessary for a conceptualization of the teacher as a thinking subject, and for the teacher as subject to the event of thought.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.007 | 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