Activism or Science/Technology Education as Byproduct of Capacity Building
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.044 |
| Scholarly communication | 0.009 | 0.009 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.013 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".