Classroom Ecologies That (Re)Claim a Democratic Commons
Bibliographic record
Abstract
This study examines the application by two teachers of Daisaku Ikeda’s perspective of creative coexistence and Tsunesaburo Makiguchi’s philosophy of value-creating pedagogy to foster diverse, non-hierarchical, and collaborative school communities that (re)claim a democratic commons. Structured around and embedded in the local community as a site for student direct observation and apperception of causal relations, Makiguchi’s value-creating pedagogy is a praxis of social and “epistemological empowerment” (Goulah & Gebert, 2009, p. 127) whereby children transform from dependent, to independent, to interdependent contributors of value. As scholar-practitioners who seek to apply these notions, one of us in a K-8 urban classroom, and the other in a democratically run Sudbury school, the authors employ Ikeda’s dialogic approach as a research methodology to investigate the tension between value creation, creative coexistence, and the pragmatic realities of school communities existing in oppressive, neoliberal times. Through our curated dialogue, we interrogate our classroom praxis as it relates to the creation of classroom community ecologies for diversity, sustainability, and democracy.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.015 |
| Scholarly communication | 0.006 | 0.008 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.004 |
| 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".