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
Abstract The theme of pedagogy and more generally education as supplementarity has been all but ignored in critical discussions engaging Jacques Derrida’s of grammatology. By and large, the sustained emphasis of inquiry has instead been on evaluating the epistemological and methodological parameters of deconstruction as a theory of reading and writing and not as a treatise on the ethics of pedagogical praxis. The essay rereads “... That Dangerous Supplement...,” the chapter on Rousseau on writing, while keeping the theme of pedagogy at the forefront of the analysis of supplementarity. Derrida presents for the “science of a new writing” in the “gram” that flourishes within the codic play of differences. But it is as différance that the grammatological conversion of semiology takes place via deconstruction. Such a focus provides new insights into deconstruction that could allow us to effectively gauge the edusemiotic potential of its influence on educational theory, not only as a theoretical departure from classical modes of reading and writing, but as the inaugural steps toward and beyond a theory of education that could ground an ethical praxis.
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 | 0.000 | 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 it