Bibliographic record
Abstract
One might refer to this as a simple paper-simple, but not to be interpreted as sub-standard in any lesser or derogatory sense. Rather, what we share is a reflection of sorts, a reflection that draws from our lived experience as lifelong, adult learners and adult educators. In this reflection, we speak ' from' the heart and ' about' the heart- about the interconnectivity of teachers and learners in the teaching-learning dynamic, and about the foundational needs of all members in any learning community to feel valued, validated, significant, and included. Guided by 'heart' in our teaching practice, we aim to illuminate and reclaim the critical importance of ' the relational,' between teacher and learner, in support of a learning community that provides safe and challenging spaces that invite inner exploration, critical reflection, and deep inquiry. Drawing from the words and wisdom of Parker Palmer in The Courage to Teach, we reflect on heartfelt learning moments as lifelong, adult learners and educators. We then extend our reflections by acknowledging the courage it takes and some of the challenges that call forth thoughtful navigation when we open to be guided by an 'educated heart.' We speak to how this courage may provide a pathway to spaces and places of learning where an educated heart may prove to be the most valuable resource that any teacher might develop and be guided by, in support of our own learning and the learning of those we are privileged to journey with along the way.
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.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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".