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Education and the Formative Power of Hermeneutic Practice

2017· article· en· W4402507464 on OpenAlexvenueno aff
John Davey

Bibliographic record

VenueJournal of Applied Hermeneutics · 2017
Typearticle
Languageen
FieldArts and Humanities
TopicHermeneutics and Narrative Identity
Canadian institutionsnot available
Fundersnot available
KeywordsFormative assessmentArgument (complex analysis)Power (physics)SociologyEpistemologySocial practicePedagogyPhilosophyMedicineHistory

Abstract

fetched live from OpenAlex

This paper seeks to clarify the educational role and effects of hermeneutic practice. The argument is that far from becoming irrelevant to the ever changing needs of the social economy, the humanities and especially the hermeneutic practices on which they depend, are vital to intensifying those processes of social and cultural renewal upon which the well-being of a community depends.

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 imitation

Not 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.

metaresearch head score (Codex)0.135
metaresearch head score (Gemma)0.130
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.135
Threshold uncertainty score0.715

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.1350.130
Meta-epidemiology (narrow)0.0010.001
Meta-epidemiology (broad)0.0010.001
Bibliometrics0.0040.002
Science and technology studies0.0090.142
Scholarly communication0.0220.020
Open science0.0030.011
Research integrity0.0040.008
Insufficient payload (model declined to judge)0.0040.001

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.

Opus teacher head0.017
GPT teacher head0.275
Teacher spread0.258 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

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".

Quick stats

Citations1
Published2017
Admission routes1
Has abstractyes

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