Two-Eyed Seeing and the Synoptic Transfer Framework: Braiding holistic and scientific ways of living in Education for Sustainable Development
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
This paper explores the integration of holistic knowledge systems with Western scientific perspectives through the concept of Two-Eyed Seeing (TES). By examining philosophical underpinnings of TES, particularly through the lens of Wilfrid Sellars' synoptic view, the paper highlights the potential for creating a more comprehensive understanding through the concept of Two-Eyed Seeing with epistemic insight. The Synoptic Transfer Framework (STF) as a Western educational variant of TES inspired by Sellars’ philosophy is introduced. TES, as conceptualized by Indigenous Elders, and the Western STF both advocate for a multi-perspective approach to the world, where the scientific and holistic images complement rather than compete with each other. The paper also addresses the chances and challenges of applying TES in educational contexts, particularly in Education for Sustainable Development (ESD), identifying common pitfalls such as the naturalistic and the moralistic fallacy. Furthermore, it argues for the importance of educational frameworks that incorporate TES to foster culturally responsive and inclusive science curricula. The study underscores the relevance of TES and STF in addressing sustainability issues, emphasizing the sentient persons approach and the normative perspective in both. The braid metaphor is used to illustrate the continuous, dynamic interaction between perspectives rooted in factual evidence and societal values to ensure a sustainable future for humanity. The Synoptic Transfer Framework ('Two-Eyed Seeing'). Explanation in the text. Adapted from Zeyer (2024) .
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 | 0.002 | 0.002 |
| 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 | 0.001 |
| 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 it