Bibliographic record
Abstract
This paper challenges the reduced understanding of schools as places for students to learn the useful towards tomorrow and explores alternate languages to understand schools more educationally. It mainly appropriates Agamben’s and Lewis’ conceptualizations of impotentiality with particular attention to its relevance to and implications for education. Allegory as a curriculum concept is adopted methodologically to unpack and reactivate the fragmented, nuanced and autobiographical stories, exploring what might count as living impotentially. Through the allegorical re-searching in my own stories in relationship with others, I find that living impotentially involves overlapping and recursive moments, including yielding and suspending, wondering and wandering and dis/re/connecting, which jointly contribute to one’s becoming/unbecoming and doing/undoing. Finally, I briefly discuss Laozi’s dao and how it could speak to impotentiality in dao’s dynamic stillness. Skhole, a place originally meant for free time, yearns for a space of impotentiality, inviting each one of us to return to ourselves, to understand ourselves better as a human being.
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 imitationNot 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.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.011 | 0.075 |
| Scholarly communication | 0.008 | 0.019 |
| Open science | 0.001 | 0.011 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.004 | 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 source (direct Gemma or distilled Codex), 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".