Phenomenology of the Parent-Child Goodbye on the First Day of School
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
As a milestone in a child’s life, the first day of school is a much-anticipated event. Preparations usually begin well in advance as families shop for school supplies, visit the school, and talk about what school will be like. Regardless of the many preparations, the moment of saying goodbye on the first day of school is sometimes a lot more difficult than either the child or the parent was prepared for; it can also slip unnoticed in the busyness of arriving and leaving; it could provoke a memory of a child’s birth; it may precipitate a parent’s sudden realization that their arms are empty. This paper explores the often-overlooked phenomenon of the parent-child goodbye on the first day of school. It reflects on singular parental experiences of preparation, expectation, and relationality. Lippitz’s (2007) inquiry into foreignness of school invites wonder about the child’s transformation to student and what that might mean for a parent. Drawing from van Manen’s (2015) phenomenology of pedagogical tactfulness, it offers insights into the relationality between a parent-child goodbye and the teacher-student hello. Exploring what makes the parent-child goodbye on the first day of school, as a unique experience, opens new possibilities for understanding the meaning of a child’s transition to school for the parent.
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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 | 0.004 |
| 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 | 0.001 | 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 it