Conceptualizing a Practical Discourse Survey Instrument for Assessing Communicative Agency and Rational Trust in Educational Policymaking
Bibliographic record
Abstract
Abstract How might a theory of communicative rationality be applied to policymaking to secure the morally justifiable administration of public education? In answer, Darron Kelly uses conceptual resources found in Habermasian practical discourse to outline development of a survey instrument. The survey is designed to measure constituent satisfaction with actual conditions of educational policymaking. To do this, the survey operationalizes and quantifies the epistemic conditions of inclusion, participation, truthfulness, and noncoercion. Once captured, analysis of these conditions in actual cases of policymaking further provides for assessment of the degree of communicative agency and rational trust experienced by educational constituents. The instrument, as such, offers a standard gauge of the higher‐level intersubjectivity of institutional communication in education — a necessary measure for constructing morally justifiable policies.
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How this classification was reachedexpand
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 | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".