Body as Prism: Somatic Pedagogy in the Development of Embodied Ecological Awareness.
Bibliographic record
Abstract
The body is the precondition of any meaning-laden space of learning. As we are located in environments frothing with life, we engage in meaning making through and with the senses of the body, engaging in the creation of scaffoldings of symbolic, rhizomatic understandings by which we navigate our worlds. Thus, I argue that our embodied subjective lives serve as the boundary through which we emerge into an awareness of our place within a network of moving connections. Situating the argument against the mystic poetry of Jal l ad-D n Muhammad R m and the animist philosophy of Isabelle Strengers, I argue that in grounding our educational practices within the body, we have the potential to learn in a way that is more meaningful, personal, and relevant to the subjective process of discovery. Resume Sans le corps, il n’y a pas place a l’apprentissage. Or, amenes a frequenter des milieux pleins de vie, nous participons a la creation de sens avec les organes sensoriels du corps, de meme qu’a la construction de structures de comprehension symboliques et rhizomatiques qui nous orientent dans le monde. L’auteure avance donc que le corps, ce vehicule de nos experiences de vie subjectives, constitue une frontiere qui ouvre vers une prise de conscience de notre place dans un reseau de connexions dynamiques. S’inscrivant en faux contre la poesie mystique de Jal l ad-D n Muhammad R m et la philosophie animiste d’Isabelle Strengers, elle affirme qu’a l’aide de pratiques pedagogiques axees sur le corps, l’apprentissage serait plus pertinent et personnel, et mieux adapte a la subjectivite du processus de decouverte.
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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 | 0.000 | 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 | 0.000 | 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) | 0.001 | 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".