“Betwixt-and-Between”. The pedagogical function of the relation between Children and Nature in Children’s literature
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
The world of classic and contemporary children’s literature, picturebooks or anime films, sometimes tell children’s stories that are misunderstood by adults. These narratives tend to return childhood directly to the heart of natural world; these stories claim an ancestral affiliation of the child with Nature. So, why do children, more than adults, feel an almost primordial attraction towards Nature?From Carlo Collodi’s Pinocchio to James Matthew Barrie’s Peter Pan, from The Little Mermaid of H. C. Andersen to Charles Kingsley’s Water Babies, from Hayao Miyazaki’s Princess Mononoke to Ponyo on the cliff by the sea, we find narrated childhoods that feel “at home” (Cantatore, 2015) in Nature, linked to it by a strong and irrevocable sense of belonging. Children, pueri aeterni (Hillmann, 1964), are emblematic figures of passages, threshold crossings, mutations and changes: a “Betwixt‐and‐Between”, constantly subject to metamorphosis. Through their literature, children are indeed the representations of what Calvino call Lightness (Six Memos for the Next Millennium, 1988). They are amphibious creatures suspended between multiple kingdoms, in a constant game of being something or something else, someone or someone else, not in a world intended as given and with each creature in the “right place”, but possible transformation and elusiveness.A Reading Key searches in works for children’s – like children’s books or films – , through the interpretative category of narrated pedagogy, for the meaning of literary and artistic descriptions as historical testimonies of the pedagogical function of the relation between Children and Nature.
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 | 0.001 | 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 it