Bibliographic record
Abstract
ABSTRACT. Encouraging critical thinking requires refinement and growth in the process. While educators often agree that critical thinking is valuable and should be a part of the curriculum there is a pervasive vagueness about what this means. In order that critical thinking be understood, that it be regarded as more than a cliche or slogan, sorne clarification is necessary. This article explores the nature of critical thinking through a discussion on the use of logic, the role of the critical spirit, dialogical reasoning, assessment of criteria, the relationship of content, and the relationship of caring and connections with criticism. RESUME. Si les educateurs s'entendent souvent pour dire que la pensee critique est une chose valable qui devrait etre integree aux programmes d'etudes, elle n'en reste pas moins une notion vaguement definie. Certaines precisions s'imposent donc si l'on veut que cette notion soit bien comprise et ne soit plus consideree comme un simple cliche ou slogan. Cet article traite de la nature de la pensee critique par le biais d'une analyse portant sur l'usage de la logique, le role de l'esprit critique, le raisonnement dialogique, l'evaluation des criteres, la pertinence du contenu et de l'attachement et les liens avec la critique.
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How this classification was reachedexpand
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 | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 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 teacher head, 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".