Raising the House of Rousseau: Historical Consciousness in the Contemporary ECE Teacher Education Classroom
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 an on-line graduate class, Current Issues in Early Childhood Education, we raised the specter of Enlightenment philosopher Jean-Jacques Rousseau (1712-1778) as a way to re-image criticalhistorical and socio-cultural notions of childhood and child care in westerncurricular traditions and inheritances. Inviting Rousseau to discuss his treatise Emile or On Education (1979) within atechnological platform complicated the origins of modern child discourses andshowed how such concepts are not fixed and eternal but rather located, interpreted, contingent, and always partial (Caputo, 1987). Raising Rousseau allowed students to reflect on the significance of historical consciousness andinquiry as an approach to the interpretive study of curriculum while critiquing western traditional ideas on early childhood education. Against the backgroundof contemporary concerns around curriculum and praxis we envision are-awakening and stronger focus on the history of childhood and early childhood education both theoretically and pedagogically.
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 | 0.007 | 0.002 |
| 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 | 0.001 | 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