Philosophy of education in a new key
Bibliographic record
Abstract
Jackson and colleagues from the United States and Canada offer a raw and reflective philosophical portrait of a region in flux. Composed amid the overlapping crises of 2020—global pandemic, racial reckoning, political turbulence, and ecological urgency—it reads as both a snapshot and a critical meditation on the state of educational life in North America. Rather than presenting a cohesive narrative, it foregrounds fragmentation, tension, and multiplicity, mirroring the conditions from which it emerged. The writing captures the sense of rupture that defined the year, but it does not dwell in despair. It probes the role of philosophy of education in a time of moral fatigue, institutional disillusionment, and public mistrust. The contributors question what it means to engage in philosophy when the world feels unmoored—when traditional reference points are collapsing and new ones have yet to be formed. This work takes seriously the philosophical labour of naming, mourning, resisting, and imagining. Through collective writing, it models a kind of thinking that does not seek resolution but insists on dwelling with difficulty. It resists both academic detachment and ideological certainty, instead embracing a practice of writing that is vulnerable, grounded, and dialogic. This snapshot from the United States and Canada is not only regional; it is globally resonant. It reminds us that philosophy of education, when practiced collectively and reflectively, can offer something more than critique—it can create space for holding contradictions, generating care, and imagining otherwise. In doing so, this piece refuses to treat 2020 as an exception. Rather, it presents it as a window into the deeper structural and ethical questions that education must continue to confront—now and into the futures we are only beginning to articulate.
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) | 0.000 | 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".