Attending to Spiritual Dimensions in Stories: The Imperative of Thinking Wholistically
Bibliographic record
Abstract
Abstract Our contribution to ISATT's 40th Anniversary Yearbook focusing on Studying Teaching and Teacher Education grows out of our experiences across time in diverse Lands/Place, situations, and relationships. The knowledge we center have grown through relationships and experiences of great violence and harm alongside experiences and relationships where we have experienced abiding commitments to wholeness and healing. Our individual and collective attentiveness to the spiritual dimensions in the stories we live, tell, retell, and relive about striving to live in good ways, in ethically relational ways, has connected us over time. Living alongside and thinking with one another has shaped our movements beyond the colonial and human-centric understandings of stories of/as experience and thinking with stories that often dominate in (research for) teacher education and development. Attending the spiritual dimensions of stories of experience expands the educative potential of thinking with stories. As humans who are composing lives as educators on Indigenous lands where the colonial project continues to be genocidal for Indigenous peoples and Lands/Place, attentiveness to the spiritual dimensions of experience feels imperative if the next generations of children and youth in schools, and adults in teacher education and development, are to experience these places as educative and non-violent, and as opening potential to interrupt the pervasive colonial narratives that continue to dominate.
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.
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 | 0.001 | 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 | 0.001 | 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) | 0.001 | 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".