Exploring the Relationship between Stories from the Land and Character Development
Bibliographic record
Abstract
The purpose of this research is to explore the relationship between stories from the land and character education, and to examine how the land forms the characters of those who live there.Twenty-seven participants were chosen through the snowball, or chain sampling, method from three groups of people living roughly within the boundaries of Hastings County, Ontario.Three groups of people were included: those living on Tyendinaga Mohawk Territory; generational farmers, whose families had settled in this area; and relative newcomers who have come to the area as recently as twenty years ago and self-identified as coming here in order to be closer to the land.Ages varied, with the youngest participant being 30 years old and the eldest being 94.Each participant was asked to share a story from his or her experience of living with and on the land in this area.During personal and individual visits, stories were conveyed through conversation between the participant and the researcher, and recorded using both audio and video equipment.After transcription, the stories were coded for evidence of character development and reflected upon using three lenses: Noddings (2003) circles of caring; Haig-Brown's (2010) ways through which the land teaches us; and the traditional Ojibway story of the Seven Grandfather Teachings.This reflection process was guided by the notion of close reading of the transcripts, close listening to audio recordings for voice inflection and laughter, and close watching of video recordings for body language.Findings from the research revealed rich connections between the stories and the three lenses used.Every aspect of character development was evidenced in one or more stories.The stories affirmed that, as the elders have traditionally taught, the land moulds people.Those who live in the same area develop character in similar ways.There was no substantial difference shown between the character traits evident in the stories given by Mohawk people and those from the other two groups.Character traits identified were reflective of the
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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".