Activism or Science/Technology Education as Byproduct of Capacity Building
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
Human consciousness and human knowledge have arisen, so suggests Karl Marx, in practical work. Thus, practical work not only changes the world, but also it changes those who bring that change about. In this paper, I argue for activism as a context for becoming as a citizen, and some of the things young citizens learn concern science and technology. To explain why I think activism is an appropriate context, I first present the case of some residents in my hometown who have been fighting for more than a decade for access to the water main that already supplies the rest of the municipality. I then describe and theorize one of my research and development work in the same municipality designed to show the feasibility of using activism as an educational context that provides school-aged learners with opportunities to change themselves while they change the world as they practice alongside environmental activists. I conclude with general reflections on expansive learning and the role of education in providing opportunities for individual as much as for collective transformation.
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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.009 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 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