Martin Buber’s “Sacred” Way and Moral Education
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
s essay is a rich, sensitively written and thought-provoking meditation which deals with a number of centrally important educational and philosophical matters.Her hermeneutic readings of the diverse philosophical and literary writers treated valuably illuminate the themes addressed and the claims made.I cannot in this response do justice to the many readings and issues the essay offers for our consideration.My primary focus will be on the interpersonal mutual relationality Pijanowski develops through Martin Buber's articulation of Thou.Along with the experiential and the moral, the relational is offered as one criterion for the guidance and assessment of pedagogical practice.For Pijanowski, this criterion is indeed deemed the most comprehensive and important of the three with respect to the kind of self-formation and self-governance moral education should foster in teaching for democratic selfhood.My intent will be to articulate further Buber's conception of moral education in an attempt to raise a number of critical questions regarding the legitimacy of the privileged status Pijanowski bestows upon the relational dimension of teaching and learning.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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