Encounters with suchness: contemplative wonder in environmental education
Bibliographic record
Abstract
Much of the current literature on environmental education links the outdoors with experiences of wonder, which connotes a range of experiences from fascination to curiosity, excitement to delight. Most of these associations fall within a nexus of positive valences that render the discourse of wonder in glowing light. However, pedagogical recommendations that unfurl from ‘wonder’ can often reproduce anthropocentric attitudes toward the natural world. In addition to the positive vision of environmental education under the guise of wonder, other modes of attention and interaction can help educators broaden students’ engagement with wild places. This paper explores the Buddhist concept of suchness, a raw encounter with phenomena in the stark clarity of awareness. The development of such awareness can potentially generate a deep respect for place, a reverence for life, and a recognition of subtleties in nature that often escape notice. The author posits suchness as a concept that complements existing practices that cultivate wonder, and points to pedagogical practices that refine students’ awareness.
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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 | 0.000 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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".