Bibliographic record
Abstract
This thesis attempts to answer a deceivingly simple question: Which stories can I share with my daughter? Stories that do not reproduce the alienation of my formal education, nor the fear and prescriptiveness of my informal education, nor the desires of wealth accumulation that end up defining all relationships. I analyze my formal education through the lens of epistemic coloniality in order to investigate the sense of inferiority it perpetuated in me. I also delve into various scholarly perspectives of Islamic liberation theology (ILT) and how it differs from traditional theology. ILT allows religious education to move beyond the realm of fear of hell and the incentives of heaven. ILT proposes a praxis for social and political change. I propose taqwa as a grounding framework for my stories. Taqwa, which means God consciousness, proposes an orientation in consciousness that decenters one’s ego. Taqwa allows for a starkly different relationship than the relationship that is embedded in our current education system. It expands the purview of religious accountability by bringing in matters of structural harm. It also demands an evaluation of the desires of one’s own heart. In this thesis I critically examine the desire for wealth accumulation in our lives. Taqwa allows for a space for continuous struggle. This continuous struggle challenges complacency and sedentary thinking. Taqwa does not allow for the prescriptiveness endemic in the religious and non-religious education that I received. Taqwa is not a prescriptive solution for social maladies, but rather a tool for embedding humility, enabling radical love, and steering oneself in a socio-political emancipatory practice.
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 | 0.000 | 0.000 |
| 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 | 0.000 | 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".