'Bringing more than I contain': ethics, curriculum and the pedagogical demand for altered egos
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
Building from the notion that learning occasions an 'ontological' violence, this paper examines the ethical relations implicated in pedagogy and curriculum. In particular, it explores ways in which pedagogy is rooted in a demand for students to alter their egos, and, thereby, draws attention to the delicate nature of the teaching-learning relationship. Appealing to the ethical philosophy of Emmanuel Levinas, it discusses how ethical, non-violent relations are made possible in the day-to-day encounters between teachers and students. A reading of one of Melanie Klein's case studies highlights the specific ways teachers participate in ego-alteration at the same time as they participate in conditions for establishing ethical relations. The paper concludes with a discussion of these conditions and the role that curriculum plays in responsible teaching.
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.
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 | 0.009 | 0.011 |
| 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 | 0.000 | 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 it