Upholding “the educational” in education: Schooling beyond learning and the market
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
Abstract This article argues that schooling’s driving purpose should be to educate . Given heightening global crises and the potential of education to respond, we agree with the spirit and focus of UNESCO’s (2021) A new social contract for education intervention. Education/schooling should be motivated by progressive, critical visions to contribute to more sustainable and just human and planetary futures. Embodied-affective-cognitive technologically-mediated processes of becoming educated , however, are not a force that can smash injustice or ecologically destructive capitalism. Educationally speaking, there is no shortcut to cultivating students as “change agents” for sustainable futures. Hannah Arendt’s essay “The crisis in education” (2006) is instructive in clarifying the function of schooling and in categorically distinguishing adults from children, education from politics, and education from learning. While human learning proliferates in multiple ways independent of existential/ethical mooring, education ultimately requires committed adults spending time with, and socioemotionally and intellectually supporting, children to deepen their understanding of the world and others, giving meaning and significance to their/our lives as part of larger collectives called upon to sustain and renew a common world.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 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