Bibliographic record
Abstract
In A Pedagogy of Kindness, Catherine J. Denial makes a compelling case for changing the way higher education operates.As educators, she argues that we must move away from traditions of distrust, individualism, and strict authority, and instead embrace trust, agency, and a sense of belonging.Drawing on her extensive teaching experience, Denial redefines kindness as more profound than being nice or lenient.She views it as an ethical approach that can reshape the relationships educators have with their students and how they design assessments, classrooms, and institutions.Given the challenges in today's educational landscape, including post-pandemic fatigue, mental health concerns, and the growing need for equity (Rashid & Di Genova, 2022), this book is timely and necessary.Denial is a historian and award-winning educator at Knox College in Illinois, and her book offers a human-centered approach to teaching that is concise and clear.The warm and approachable tone makes it appealing not only to higher education academics and educators but also to curriculum developers and administrators.Drawing from her personal experiences, Denial shares transformative stories from her classroom, such as using a "first day" survey to understand students' needs, and revising syllabus language
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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) | 0.002 | 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".