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Record W3038310340 · doi:10.33137/jaste.v11i2.34534

Post-pandemic Science & Technology Education

2020· article· en· W3038310340 on OpenAlexaffvenue
Larry Bencze

Bibliographic record

VenueJournal for Activist Science and Technology Education · 2020
Typearticle
Languageen
FieldComputer Science
TopicDigital Education and Society
Canadian institutionsUniversity of Toronto
Fundersnot available
KeywordsCapitalismPolitical economyPandemicPolitical scienceBiopowerDevelopment economicsEnvironmental ethicsCoronavirus disease 2019 (COVID-19)SociologyEconomicsPoliticsLaw

Abstract

fetched live from OpenAlex

Much of the world is experiencing a crisis in which many ‘instructional packets’ (SARS-CoV-2 viruses) have commandeered ‘machinery’ of living beings to propagate themselves — regardless of surrounding harms their self-interested purposes may cause. Although they have, indeed, caused massive global disruption, crises linked to hegemonic actors are not uncommon. Capitalists, like viruses, conscript various living and nonliving entities to serve them and, in their persistent — and, generally, highly-successful — pursuit of profit, are said to be responsible for numerous social injustices and much environmental devastation, such as climate disruption and nuclear war (Ripple et al., 2020). Accordingly, like viral pandemics, many suggest that capitalism is a ‘pandemic’ and also must be eliminated — and, some would suggest, replaced with eco-socialist worlds. Capitalism seems, however, to be extremely resilient, often able to survive different crises and, sometimes, capable of emerging even stronger. In this vein, Naomi Klein (2007) suggests that capitalists and others have routinely exploited natural and anthropogenic disasters — using societal destabilization to further implement pro-capitalist policies, often at expense of well-being of many people (e.g., gig workers), societies (e.g., under surveillance) and environments (e.g., climate change). The CoViD-19 pandemic, however, may be a special kind of crisis — perhaps opening doors to more non-capitalist futures. Although enabling, for instance, more for-profit surveillance, it also may have disaggregated capitalist networks to the point of severe weakening and, in doing so, enlightened many people about pre-crisis neoliberal and populist infrastructures that may have contributed to this and other crises. Such conscientization may, in turn, have emboldened many to work for better futures. Given roles of science and technology (S&T) in capitalist empowerment, a natural place for such transformation may be science and technology education. In this paper, a framework for S&T education showing promise in this regard is described and defended. Nevertheless, those wishing societal transformation towards more eco-socialist futures need to engage multiple and diverse living, non-living and symbolic entities in ways that may generate networks supportive of such transformations.

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 machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.002
metaresearch head score (Gemma)0.006
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Commentary · Consensus signal: none
Teacher disagreement score0.163
Threshold uncertainty score0.545

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0020.006
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0030.002
Scholarly communication0.0060.005
Open science0.0010.004
Research integrity0.0040.005
Insufficient payload (model declined to judge)0.1630.042

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.

Opus teacher head0.018
GPT teacher head0.331
Teacher spread0.313 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreCommentary

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".

Quick stats

Citations4
Published2020
Admission routes2
Has abstractyes

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Same venueJournal for Activist Science and Technology EducationSame topicDigital Education and SocietyFrench-language works237,207