Rethinking the History of Education: Transnational Perspectives on its Questions, Methods, and Knowledge (2013) by Thomas S. Popkewitz
Bibliographic record
Abstract
In his acknowledgements, Thomas S. Popkewitz explains that this work grew out of conversations focused on the question of "'reason' as a historical problem" (p.ix).It is clear in reading this interesting collection of essays that, with varying degrees of explicitness, the authors are collectively challenging the legacy of Enlightenment thought on the historical method.However, the body of literature dealing with the problem of the Enlightenment that finds its origins in the work of scholars of the Frankfurt School of Critical Theory is a silent shadow that haunts this volume (to borrow the term used by Lynn Fendler in her excellent final chapter).I am thinking of Ludwig Fleck's Genesis and Development of a Scientific Fact (1935) as an example.Fleck offers a means to understand the way in which scientific knowledge is conditioned by society and culture.The works of scholars such as Peter Burke (2000), Helen Longino (2002), and Karl Mannheim (1985) in the sociology of knowledge remind us of the importance of exploring the relationship between an idea and its situation or context.They urge us to consider the relationship of knowledge to power because the way in which we see the world is a result of power relations that we may not be aware of on a conscious level.
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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 | 0.006 | 0.040 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".