THE ROLE OF THE ARTS IN ENHANCING EDUCATION, CULTURE, COMPASSION, AND COMING TO GRIPS WITH THE CHALLENGES OF THE PRESENT AND THE FUTURE
Bibliographic record
Abstract
While the arts and the sciences are among the most important activities in life and the world, a severe disharmony exists between them at present due to the fact that the sciences are seen and treated primarily as “hard activities” and “the basics in life” while the arts are often seen and treated by many people and organizations as “soft activities” and “the frills in life.’ Over the last few decades, this has resulted in substantial increases in funding for the sciences and significant decreases in funding for the arts, thereby creating a destructive rift or imbalance between the arts and sciences that must be corrected as soon as possible by “doubling down” of the development of the arts and recognizing that they have a crucial role in the world of the future by enhancing education and culture very considerably and a great deal else. This can be achieved in a multitude of ways, such as treating the arts as ends in themselves as well as means to other ends, expanding knowledge, understanding, and awareness in the world of all the arts’ many diverse aspects and manifestations, using artistic symbols, metaphors, myths, and legends to enhance our appreciation and respect for all the different cultures and civilizations in the world in breadth and depth, and shining the spotlight on the natural environment and all its diverse elements and species by taking advantage of the unique features of all the various arts and art forms and most notably music. This can assist us in coming to grips with the environmental crisis, achieving ecological sustainability, reducing the severe inequalities that exist in income and wealth in the world through more sharing and caring, and most of all, making the world a much more humane and harmonious place by unleashing the greatest strength of the arts of all, namely bringing a great deal more spirituality, compassion, feeling, emotion, sensitivity, and reverence into the world.
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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 | 0.006 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.012 | 0.037 |
| Scholarly communication | 0.022 | 0.015 |
| Open science | 0.001 | 0.014 |
| Research integrity | 0.005 | 0.009 |
| Insufficient payload (model declined to judge) | 0.017 | 0.004 |
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".