Bibliographic record
Abstract
I, now a newly minted Canadian resident, am indebted both to Deborah Osberg and the Canadian Association for Curriculum Studies for honoring me with a retrospective on my work in the curriculum studies field.This is not something I ever expected, especially back in the 1980s when I began searching for a new curriculum model to the one then prominent, the Tyler Rationale (1950).At the time I was much engaged in reading Jean Piaget, and while I had great difficulty with the usual American interpretation of his work -"ages and stages" -I did feel his biological sense of cognition (Biology and Knowledge, 1971) and his actual work in the fields of biology and zoology provided a framework the Rationale did not consider.This framework, that of an organism's inherent self-organizing powers, 1 became clearer to me as I was introduced to Ilya Prigogine and his work on becoming.As I noted in my 1986 article, reprinted in this volume, I found a strong connection between Piaget and Prigogine and bringing this connection to the fore, with the paradigm in which it is encased, could "stand as an alternative 1 N. Katherine Hayles (1983) does a fine job of explaining the difference between the 19 th century's concept of élan vital (vital ardor) as an (animated) living force within the cosmos but still separated from the cosmos, and the 20 th century's sense of a dynamic cosmos wherein subject and object are not split (Introduction).
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 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 | 0.016 | 0.054 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.008 |
| Science and technology studies | 0.015 | 0.016 |
| Scholarly communication | 0.011 | 0.016 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.010 |
| Insufficient payload (model declined to judge) | 0.013 | 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 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".