Scattered and Unsystematic: The Taught Discipline in the Intellectual Life of International Relations
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
Abstract Prompted by Hagmann and Biersteker's (2014) call for a critical pedagogy of international relations, this article addresses the “taught discipline” of international relations arguing that the field needs a sustained and systematic debate on the role of IR pedagogy. In typical disciplinary stocktaking, scholars focus primarily on the “published discipline” and the “practiced discipline,” leaving a gap in our understanding of a major component of academic international relations—teaching. This article maps the discipline's intellectual system of influence and exchange to demonstrate the attenuated influence of the taught discipline. Then it presents critical questions to initiate a robust debate on the place, purpose, and scope of IR pedagogy. The purpose here is to improve the quality and thoughtfulness of classroom teaching, and to explore the underappreciated potential of the taught discipline as a site of rejuvenation in the intellectual life of international relations.
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 | 0.031 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| 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