Bibliographic record
Abstract
The article delves into the nuanced relationship between pedagogy and demagogy, analyzing how they shape the educational experience. It highlights that when pedagogy loses its existential focus, it risks turning into demagogy, prioritizing control over education's transformative potential. The author argues for a pedagogy that values subjectivity, intuition, and the inherent uncertainty of educational encounters. Using poetic language, the author portrays teachers as oscillating between the roles of artists and entertainers, when addressing the responsibility consequent of the subjective encounter. The piece suggests that educational encounters should be approached with the same wonder as one feels when encountering the sea and other elemental beings, recognizing the interplay between the vastness of existence and human life's limitations. The astonishment consequent of these encounters engages both students and teachers in a shared journey of self-discovery, uncovering new facets of their identities through their interactions. Through autobiographical narrative and philosophical discourse, the work emphasizes the need for educators to engage deeply with the subjective dimensions of teaching, fostering spaces where both teachers and students can explore their identities and responsibilities in relation to each other and the 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.
How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".