From comparison to complexity: the trans-continuous path of poetry education
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 proposes a trans-continuous framework for rethinking poetry education, one that challenges and moves beyond traditional comparative models. Drawing on Chinese, Japanese, and English poetic traditions, it introduces trans-continuity as a theoretical lens for understanding how systems evolve through dynamic interaction, overlapping histories, and contextual adaptation. Rather than viewing global educational flows as linear or unidirectional, the paper highlights how cultural forms such as poetry emerge from interwoven continuities shaped by both affordance and adaptation. It critiques conventional dichotomies – such as East and West, global and local, original and borrowed – and emphasises context as the connective medium within complex systems. Through this lens, the paper re-examines Sadler's question on learning from ‘foreign’ systems, arguing that ‘foreignness’ emerges from shifting perspectives within a shared complex system. The study advocates a shift from comparison to complexity, viewing language, tradition, and culture as co-evolving strands in a dynamic trans-continuous web.
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 | 0.000 | 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 | 0.000 | 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) | 0.001 | 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