Learning, selfhood, and pragmatic identity theory: Towards a practical and comprehensive framework of identity development 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 essay we discuss a theory of identity development through the elaboration of American Pragmatists’ conception of how individuals develop awareness of the self, others, and the environment. We then outline the potential contributions of Pragmatic Identity Theory as a practical conceptual framework and a method of analysis that can provide insights into identity formation, self-conceptions, and well-being for educators in day-to-day interactions. The literature on learning and identity can benefit from a more practical understanding of identity development, as identity development is relevant to how individuals form their values, beliefs, and behavioral dispositions. Based upon a gap in the current literature, this article explores four premises that educators can use to understand identity formation, and then argues for Pragmatic Identity Theory’s potential contributions to research and practice as an analytical framework.
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 | 0.001 | 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 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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