Rethinking Educational Purpose: The Socialist Challenge.
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
In this essay Malott makes a case for a Marxist reading of education’s role in expanding and reproducing capitalist societies. In the process he challenges the proposition that cognitive capitalism has fundamentally transformed the way in which capitalism operates. That is, rather than being guided by an internal capitalist logic, proponents of cognitive capitalism argue it is the autonomous actions of a fragmented, global labor force that has forced capital to shift its paradigm of social relations. In making his case Malott also rejects the neo-Marxist focus on culture as the primary cite of anti-capitalist struggle. A focus on private property, Malott contends, remains the center of capitalist power and should therefore be an important aspect of anti-capitalist resistance. Ultimately, Malott argues for a socialist pedagogy designed to foster the critical, class-consciousness needed for a democratic, collective struggle against an out-of-control global capitalist system. Symbolized by the housing market crash in the US between 2006 and 2008, the most recent crisis of capitalist over-accumulation has had devastating effects on the center/core (i.e. the United States, Japan, Great Britain, Germany, Canada, Australia, etc.), the semi-periphery (i.e. Argentina, Indonesia, Ireland, Greece, Egypt, Mexico, Turkey, Syria, Venezuela, etc.) and the periphery (i.e. Haiti, Bangladesh, Gambia, Sierra Leone, Sri Lanka, Philippines, Niger, Honduras, Congo, Pakistan, etc.) (Bousquet, 2012) as workers and students are crudely hacked out of the global economy with drastic austerity policies (especially prevalent in the more developed center and semi-periphery). However, the resulting decentralized, fractured, flexible global work force (a process that has been under way for over three decades) has been
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 | 0.005 | 0.022 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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