Bibliographic record
Abstract
Tools to think about and interact with the emergence of new levels of interconnectivity and complexity in the post-secondary ethics classroom are necessary. The question explored in this study concerns what relevance cosmopolitanism has as an educational response to this need. Contemporary criticisms of classical cosmopolitanism are used to analyze ethics education in a Canadian polytechnic. One goal of cosmopolitan minded education is to help students struggle with the balance between obligations that result from particular circumstances and moral responsibility to the larger global community. A cosmopolitan theoretical framework is applied as both a research and pedagogical tool to be engaged in efforts to fulfill this goal. A qualitative case study method was used to examine how a cosmopolitan minded approach can be used to transform the learning contexts of ethics education in a Canadian polytechnic institute. Analysis of institutional, program, and course level documentation provided context and was enriched by data gathered through student focus groups as well as interviews with faculty and administration. General recommendations include the application of a pluriversal, dialogical process of learning that sees students engage in agonistic dialogue regarding the ethical question of what it means to live a good life and the moral question of what responsibilities this entails. The study reveals the regulatory nature of much applied ethics education and offers an alternative process as imagined through a cosmopolitan vantage point.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.014 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.010 | 0.031 |
| Scholarly communication | 0.013 | 0.007 |
| Open science | 0.002 | 0.014 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.005 | 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; a candidate call from one source (direct Gemma or distilled Codex), 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".