Selflessness: Congruences between the Cognitive–Developmental Research Program and the Bahá’í Writings
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
This article aims to illustrate four major concepts shared by the protagonists of cognitive-developmentalism, such as Piaget, Kohlberg, and Kegan, and the primary authors of the sacred writings of the Bahá’í Faith—Bahá’u’lláh, ‘Abdu’l-Bahá, and Shoghi Effendi. These concepts include: a developmental teleology, the stage-like nature of development, the importance of an epistemic focus, and selflessness. As the Bahá’í teachings stress a developmental approach to self and a universal approach to moral education, and as the Faith is rapidly growing, it would be helpful for psychologists and educators a universal approach to moral education, and as the Faith is rapidly growing, it would be helpful for psychologists and educators to become familiar with a Bahá’í view of development. Additionally, as the Bahá’í writings stress access to science, it will be beneficial for Bahá’í readers to become acquainted with the cognitive-developmental research program as an important body of psychological literature that can help inform their own understanding of their sacred writings. It is intended that this article chart an avenue of communication for psychologists with members of a “post-modern” religion over topics of mutual interest (cf. Laszlo, “Humankind’s” and Inner Limits).
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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 | 0.012 | 0.002 |
| 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 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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