Bibliographic record
Abstract
This paper presents the findings of a three-month-long case study of Brockwood Park School (BPS), an alternative and holistic educational institution located in the UK. Using an emergent, flexible and participants-oriented methodology grounded in meditative inquiry, the study explores how a holistic and meditative curriculum shapes the living reality of BPS. A triangulated approach was employed in which observations, interviews, and focus group discussions were used in the collection of data. Results reached highlight four main findings: 1) self-understanding and intersubjective relations are at the core of BPS educational philosophy; 2) full-time faculty and many non-residential teachers join BPS because of an interest in the philosophical and educational ideas of Krishnamurti; 3) BPS provides a safe and inquiry-based learning environment to students and teachers; 4) BPS offers a promising humanistic and holistic educational approach. The paper then concludes with a discussion of the problems presently facing Brockwood. The contributions of this study are manifold: it emphasizes the educational importance of transformative education as exemplified in BPS; it provides a working model of how meditative inquiry can be used in conducting qualitative research; and demonstrates how holistic and meditative education support children’s growth and development.
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 | 0.000 |
| 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 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".