Bibliographic record
Abstract
It might seem obvious that we are a community, we who meet at conferences to share our ideas, we who profess to add to the flourishing of educational institutions, we who share the common experience of teaching, of researching, of leading academic lives.It seems obvious to me.I feel a sense of community with my fellow scholars.I board an airplane to attend a conference, even though I might rather stay home.I think we have all experienced this tension: To participate in an activity of community is to feel a tension between one's personal druthers and one's sense of human obligation.Or, it might be better to say that there is sometimes a sense of tension in community activity.Certainly, most people have also experienced times when an activity of community sits perfectly well with what one wants to do most.Sometimes, attendance at a conference, participation in a political meeting, or, being asked to speak before one's community, sometimes these are activities that fit very well with who one is at his or her very core.While José Mesa in the essay, "Revisiting an Old Predicament: Primacy of the Individual or the Community?"gives a thoughtful account of the tension between individual and community, I want to explore further the more seamless cases of individual/community interaction that he has left out.For while I do agree with Mesa that the tension between individual and community has been a key insight of political philosophy throughout modern times, it remains to be seen, at least in the context of Mesa's essay, what this tension has to do with education or pedagogy.Indeed, I respond to Mesa's essay as a member of an educational community.And my very response to this essay is an instance where I feel my own individuality to be quite in concert with the community of educators whom I have come such a long way, all the way from Vancouver, British Columbia, to see.By pointing to the educational omission of this essay, I am not trying to take the low road of pointing to any old theme that Mesa's essay did not address.That would be wrong given the limitations put on our submissions.I intend to force this fine essay to think more about education.Doing so seems necessary, and in fact enjoyable, as I am a member of the educational community.I would like to start by giving an example of a person whom I consider to be perfectly at ease with his own individuality as it intersects with his membership in a greater community.And though I do not know anything about this man's education, I will make the case that the sort of seamless individual/community interaction that typifies this man quotes life shows that he has been very well educated.I came to know this well-educated person only recently, upon the death of my mother.Let me start back even farther, at the death of my mother.Just before my maternal grandmother passed away, my father purchased seven cemetery plots, each four feet by eight feet, each costing forty dollars.One of these plots was for my grandmother, one for my father, one for my mother, and four for
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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 | 0.016 | 0.030 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.019 | 0.035 |
| Scholarly communication | 0.028 | 0.036 |
| Open science | 0.003 | 0.021 |
| Research integrity | 0.009 | 0.011 |
| Insufficient payload (model declined to judge) | 0.041 | 0.011 |
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".