Pensando peligrosamente: el rol de la Educación Superior en tiempos autoritarios
Bibliographic record
Abstract
En este momento, se hace particularmente importante para los educadores y los ciudadanos preoucpados de todo el mundo proteger y expandir las culturas educativas criticas y formadoras y las esferas publicas que hacen posible la democracia. Los periodicos alternativos, los medios progresistas, las culturas audiovisuales, los medios en linea y otros sitios y espacios educativos en los cuales se producen las pedagogias publicas constituyen los elementos politicos y educativos de una cultura critica formadora dentro de un amplio espectro de esferas publicas. Las culturas criticas formadoras son cruciales a la hora de producir conocimiento, valores, relaciones sociales y visiones que ayuden a nutrir y sostener la posibilidad de pensar criticamente, comprometerse con el disenso politico, organizarse colectivamente y habitar espacios publicos en las que puedan desarrollarse teorias criticas alternativas. Las sociedades autoritarias son mas que censoras; castigan a aquellos que se involucran en lo que podria llamarse pensamiento peligroso. En el corazon del pensamiento peligroso esta el reconocimiento de que la educacion es central para la politica y que la democracia no puede sobrevivir sin ciudadanos informados.
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 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 | 0.010 | 0.009 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.002 |
| Scholarly communication | 0.013 | 0.001 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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; both teacher heads agree on what is shown here.
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".