Failing to Cosmopolitanize Diogenes in Montréal: A Peripatetic Excursion
Bibliographic record
Abstract
To cosmopolitanize!What an ugly sounding word, coined by two authors who want to reenvision and redefine a future European society freed from the orthodoxy of Europeanization.Cosmopolitanism becomes the "horizon of possibility and reality," a process of opening up and extending new forms of organizations and participation. 1 David Hansen's project is similar for education, insofar as he reconceives cosmopolitanism for education, but he does so in a unique way.His strategy is to take us back to the roots of cosmopolitanism in ancient Athens by inviting us to join him on his walk with Diogenes, the first known person who declared himself to be a citizen of the cosmos.Hansen takes us back to beginnings, both of cosmopolitanism and of an educational journey, in order to illuminate through a cosmopolitan prism what he believes are characteristics of relations between teachers, students, and subject.By joining Hansen on his walk, we will end up at a crossroads: a "paradoxical transition" point where we are asked to dwell, if temporarily, in order to recognize "the permanence of change in the world…and the permanence of permeability and porosity to the world's influence."It is a space for us to reflect on, and find meaning in, the paradox of an attitude of both openness to the world and loyalty to the local, of "leaving and remaining at home, of engaging the strange and the familiar, of witnessing and participating" (emphasis in original).In Deweyan fashion, Professor Hansen challenges us to dissolve the paradox that he considers to be at the center of his interpretation of cosmopolitanism.Furthermore, he wants us, with Diogenes, the social critic, to illuminate the everyday world, and he wants us to cull from Diogenes' way of life features that are deemed educationally significant.Here he names, among others, personal discipline, integrity, selfdirectedness, training in endurance and patience, and a sense of being at home in the cosmos.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.030 | 0.037 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.003 | 0.007 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.010 | 0.001 |
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".