Indigenous trans-systemics: changing the volume on systems
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
This paper emerged as a result of Anishinabe and non-Indigenous scholars discussing the basic principles behind systems thinking. By asking the question "what is a system?", we uncovered that our very understanding of what makes a system was vastly different. As scholars working in cross-cultural and inter-cultural environments, these differing worldviews can create systemic challenges in unpacking complex problems. Trans-systemics offers language to unearth these assumptions by the recognition that the dominant, or "loudest", systems are not always the most appropriate or equitable. It goes beyond critical systems thinking to identify that tackling complex problems requires the recognition that there are multiple, overlapping systems and worldviews at play. We identified three key takeaways from Indigenous trans-systemics for socio-ecological systems thinkers: (1) trans-systemics is a call to humility, asking us to critically examine our patterns of thought and behavior; (2) by exploring humility, trans-systemics allows us to move past the autopoiesis of Eurocentric systems thinking to consider interdependence; and (3) to utilize Indigenous trans-systemics, we need to fundamentally reconsider how we understand the systems around us and bring in outside tools and concepts to enact meaningful systems change.
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 | 0.066 | 0.025 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.004 | 0.021 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.010 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.002 |
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