Bibliographic record
Abstract
This paper explores how Peter Jarvis’s work offers a comprehensive grounding in many of the key principles and insights offered through the field of adult education. His work directs us to the different factors – psychological, social, economic and political required for understanding lifelong learning contexts. As scholars and educators, he argues, we can acknowledge the difficulty and reaffirm the promise of lifelong learning to create a better world through our struggles to understand the complexity of human learning processes. The article begins by examining how Jarvis’s research on topics such as wisdom and the meaning and purpose of lifelong learning. His analysis of how people learn provides a helpful theoretical and philosophical backdrop for researchers interested in biographical and life history approaches to understanding lifelong learning processes. Using examples from research on fiction writing, the importance of reflective, individual learning and meaning-making is discussed.
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 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 | 0.017 | 0.021 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.046 |
| Scholarly communication | 0.018 | 0.026 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.007 | 0.010 |
| Insufficient payload (model declined to judge) | 0.006 | 0.002 |
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".