Balancing the Warrior and Empathic Activist: The role of the 'Transgressive' Researcher in Environmental Education
Bibliographic record
Abstract
This paper explores the complex relationship between environmental education and researcher activism from the perspective of transgressive learning. With increasing interest within academia for more radical learning-based transformations for confronting sustainability challenges, come calls for more instrumental warrior stances in methodologies and research fields so as to more aggressively change ingrained unsustainable behaviour at the societal level. At the same time, in an increasingly polarized and unstable world, there is also a desire for more empathic learning approaches so as to build critical thinking and empowerment at the grassroots level through emancipatory learning. Based on case study research of a Colombian network of sustainability initiatives, this paper argues that key capacities of reflection, empathy, and courage are imperative in order for the transgressive researcher to address deep-seated socio-ecological challenges. -- Resume Nous explorons le rapport complexe entre l’education a l’environnement et l’activisme scientifique dans une optique d’apprentissage transgressif. A l’heure ou les milieux universitaires s’interessent de plus en plus au developpement durable et au besoin de transformations radicales reposant sur l’apprentissage, on s’attend a voir des prises de position plus militantes dans les secteurs de la recherche et de la methodologie, pour combattre avec plus d’acharnement les habitudes sociales qui, bien que profondement ancrees, vont a l’encontre d’une vision durable. Par ailleurs, malgre l’instabilite et la polarisation croissantes, on remarque un elan pour les approches plutot axees sur l’empathie et developpant l’esprit critique et l’autonomisation citoyenne par des experiences d’apprentissage emancipatrices. Les auteurs s’appuient sur des etudes de cas issus d’un reseau colombien d’initiatives de developpement durable pour faire valoir comment le chercheur desirant transgresser le statu quo et s’atteler aux problemes socioecologiques profonds doit imperativement savoir faire preuve de reflexion, d’empathie et de courage.
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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 | 0.001 | 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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".