Taste for democracy: A critique of the mechanical paradigm in education
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 we argue for the need to rethink the crisis of democracy both within and beyond education (Toft and Rüsselbæk Hansen, 2017). This crisis can be explained variously, depending on how it is understood and on what basis. From our point of view, and with inspiration from thinkers as Nietzsche, Arendt, Agamben and Rancière, we argue that the crisis of democracy in today’s schools is related in part to the weak form of authority ascribed to certain individual and collective aesthetic experiences. The scientific experience has been assigned a strong form of ‘evidenced based authority’. As a result of a powerful belief that not all forms of experiences, for instance the aesthetical ones, which are not based on a mechanical logic, are worth paying attention to and are of value, scientific experience has gained hegemonic status. Illustrated by several examples, which stem from both Danish and Canadian educational contexts, we show how aesthetic experiences have the potential to revitalize democratic practices and undermine tyrannical regimes of technocracy in education. We recommend that the concept of Bildung (self-cultivation), which is orientated towards vertical (Apollonian) as well as horizontal (Dionysian) transcending processes, must be given renewed attention. Opportunities for students to play with and suspend the social order, even temporarily, are important if students are to experience themselves, others and the world in new ways. By engaging students’ aesthetic sensibilities in multiple ways, playful schools both produce and provoke the dominant social order thereby fostering students’ taste for democracy.
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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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