Unconscious ties that bind – attending to complexes in the classroom: part 2
Bibliographic record
Abstract
ABSTRACT Continuing the argument from Part 1, regarding the cultural unconscious and cultural complexes, a case is made for the significance of attending to the unconscious in the classroom. Understanding of cultural and familial complexes and the way parental psychology gets replayed within schools aims to bring greater awareness to the psychology of group life. Here specific attention is given to the family unconscious, family complexes, family soul, and the ancestors – both personal and archetypal. A method borrowed from family constellation work and rooted in African traditions of healing is outlined. This method is offered in an effort to unlock unconscious familial patterns whereby the emergence of new images may not only contribute to healing but also might have long-term effects on learning. Transgenerational patterns shaped by traumatic experiences, life events, cultural and environmental factors affect students, and so their learning. Parallel findings in epigenetics are also considered to be able to better contribute in long-lasting ways to resolving conflict, as well as to understanding deeper issues affecting our relations within education.
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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 | 0.001 | 0.001 |
| 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 | 0.000 |
| 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 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".