Bibliographic record
Abstract
For as long as there have been public schools in the West, with their flagpoles and colored maps on the wall, the nation has functioned as an educational apparatus for positioning people, for teaching the young and old not only who’s who, but who-belongs-where. If we have indeed entered into a new, postimperial age of globalism, then it may be a good time to contemplate not only possible futures for the nation, but for considering our educational responsibilities in directing that future toward what has always been promised in the name of the nation, namely the right to join together in the making of a better world. I want to consider the schools are to do with this idea of the nation. What is to be made of this critical juncture of multinational, transnational, and post-national globalism? Among recent signs of a the shift are the debates of the United Nations that weigh human rights against national rights, which challenge the UN’s traditional protection of national interests. Canada’s Foreign Minister Lloyd Axworthy has commissioned an international study on how to begin thinking beyond the nation in protecting human rights: “Our take has been that since the end of the cold war we have to focus on the individuals, on the people. That is as much in the charter as sovereignty.”1
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 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 | 0.000 | 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 | 0.000 | 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".