Bibliographic record
Abstract
I recently completed a collection of poems titled ‘I do not find it easy to be a human being’. The poems are autobiographical, confessional, philosophical, prophetic, and pedagogical. The poems are full of questions and glimpses of truth and whispers of conviction. The collection was completed through the life passage of my forties—a decade fraught with crises and cries, despair and hope. I celebrated my fiftieth birthday recently, and this significant experience of passage, especially while on sabbatical leave and living in the solitude of York Harbour, Newfoundland, is providing a location for assessing what I think is really important in education. And in the process of this current assessment I find that I am returning to places I was in my teens, twenties, thirties, and forties. In recent months I have had the privilege of spending time with elderly people, folk in their seventies and eighties. And a recurring lesson that I learn from elderly people is that simply growing old does not mean a person has gained wisdom or learned how to live well. In fact, I am meeting a few elderly people who seem to have gained little wisdom in the passage of the decades. I have recently met some selfish, self-centred, spoiled old people who only want to talk a lot, seldom ever listen, talk constantly in cliches, and complain incessantly about the weather and politicians and growing old. What I am keenly learning from elderly people who exemplify wisdom is that the education of the heart, imagination, body, and mind are contingent on a sturdy commitment to practice, especially the practice of living well. Voices
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".