Re-envisioning Inclusive Spaces Through the Theory of Positive Disintegration
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
Isn’t calling something a positive disintegration a bit of an oxymoron? How can this anxiety, depression, and nervousness that has been dogging my every step as I navigate academia possibly be considered positive when it feels like I am a prime candidate for a bipolar diagnosis? If this feels familiar, please attend my poster session where I will share a graphic representation of Kazimierz Dabrowski’s (1902-1980) theory of positive disintegration (TPD) in a way clear enough to be understood by the high school students I will be inviting to participate in my research. TPD is a theory of personality development that explores the role of emotions in facilitating an individual’s journey toward a self-selected, autonomous personality ideal that is informed by an evolving hierarchy of values that may differ from the environment in which one finds themselves. Introducing TPD into a discussion on inclusion offers a new understanding of students whom Dabrowski (1964) said are often viewed as “unsocial, queer, unadapted, and difficult” (p. 62). As inclusion works toward bringing down barriers that have kept students from being fully integrated into classrooms, a new understanding of emotions within those spaces is an area of research in need of attention.
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 | 0.001 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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