Bibliographic record
Abstract
Michel Foucault (1966) says, “if we study thought as an archaeologist studies buried cities, we can see that Man was born yesterday, and that he soon may die,” (Reader, 1987: p. 7). Foucault clarifies that the Western people in the twentieth century are still “the prisoner of a determined system”(Ardagh, 1980: p. 538) of the nineteenth century, bourgeois-humanist. Post-modernism in art was begun as an antithesis to a preconceived idea of Western art including its aesthetics in the twentieth century. This movement proposes several goals, as follows: a) anti-human-centrism, b) anti-Euro-centrism, b) anti-ethno-centrism, and anti-logo-centrism, to develop a new definition of art. Traditional Western music education based on Platonic ethos and Aristotelian mimesis has also exerted great influence on Japanese music education. Today there is an urgent need to bring contemporary discourses to the clinic of Japanese music education. In this article, I describe new types of music education in Japan to contribute to that discourse. The initial idea was carried out during a workshop in the “Exploratorium Exhibition,” at the Science and Technology Hall in Tokyo, sponsored by Science and Technology Hall, Sony Education Encouragement Foundation and Asahi Newspaper Publishing Co. It was held in August and September 1989. The workshop was based on the concept of soundscape as evolved by the Canadian composer R. Murray Schafer in the early seventies at Simon Fraser University in Burnaby, Canada.
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 | 0.000 | 0.000 |
| 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) | 0.002 | 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".