Belonging to the living world: The benefits of nature and place-based education for collective wellbeing and eco-social-cultural change
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
In the context of the escalating ecological crisis, which is deeply intertwined with colonial and capitalist structures of oppression, mainstream public schooling in Canada is not supporting the health and wellness of many students or creating the eco-social-cultural changes needed to live within the Earth’s carrying capacity. In this paper, we draw insights from liberation psychology and decolonial scholarship to offer a critical analysis of Western human development theories and suggest alternative wholistic and relational possibilities for education that can help institutions work toward collective wellbeing and community transformation. Guided by Indigenous and place attachment scholarship and through an examination of our own experiences as land-centred educators, we exemplify how attachment theory can be expanded to include the natural world. We propose that relational belonging to the living world and a nature-connected learning community is a crucial developmental need for learners that is foundational for collective wellbeing and eco-social-cultural change.
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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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