Singing as <i>Un Saber del Sur</i>, or Another Way of Knowing
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
In this article, I show how one song, “El Espíritu de Dios,” can be a source of knowledge and an act of epistemic disobedience, even amid the increasingly complex dynamics of the “coloniality of music.” When it is sung in embodied ways from below, it affirms knowledge as something that emerges out of the oral tradition arising from the heart of a community's life and experience. It is understood to belong to the community, in this case multiple local Latin American communities. This embodied, oral, communal singing challenges prevailing Eurocentric norms that emphasize written texts, individual ownership, and rationalist intellectualism, represented in Euro-North-Atlantic epistemologies of the Enlightenment. When it is sung as a fully embodied holistic human expression, it instead actualizes an act of hope, another way of knowing, un saber del sur (knowledge from the South), which defies forces that oppress and the pervasiveness of coloniality. Who we are and who we want to become as active agents of a liberative praxis proclaiming what is and what ought to be, the already and not yet of the Reign of God, emerges. Understanding the dynamics of (de)coloniality in hymns and songs involves affirming songs like “El Espíritu de Dios,” which express an-other way of knowing and singing and a decolonial mode for doing theology.
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 | 0.001 | 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) | 0.010 | 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