Sojourn of the Sylvan Fringe: Receptivity to Mystery and Curricular Ruminations
Bibliographic record
Abstract
This retrospective of an extended inquiry into the phenomenon of mystery addresses three questions: What is mystery?, revealing through hermeneutic phenomenology an unknown flower within a forest resuscitating metaphysics as physis, a definition of mystery founded on secrecy and incomprehensibility, and a conception of mystery as the enigma of the counterplay between the ontological movements of presencing and absencing (Caputo, 1986; Heidegger, 1927/1962); Why distain toward mystery?, where, through a literature review, a typology of senses of mystery problematizes this distain and expands awareness towards mystery. Openness to mystery begins through awareness, which heightens the senses and emotions, kindling poetic knowledge, a foundational mode of being. Mystery also serves as a measure for our lives, through our consonant comportments and conceptions. The comportment of humility, among others, is highlighted as nurturing mystery; and How may receptivity toward mystery inform curriculum theory?, where the consideration of “what should be learned” (Petrina, 2004), supports a conception of education in which future generations recognize metaphysics as presence, while awakening to metaphysics as physis.
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 | 0.001 | 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".