Letters, home (Re)constructing my place in language teaching
Bibliographic record
Abstract
Where are you from? The question lies at the heart of the Japan-based practice in language teaching that has determined my profession to teach. My autoethnographic enquiry has (re)constructed a way of life in the furusato, the uchi where my practice finds its proper context. Having once left Canada as EFL instructor, I return as eikaiwa no sensei—master of English conversation. I've sketched out the methodological characteristics of enquiry in eikaiwa, offering a sequence of conversations through epistolary enquiry undertaken with students and colleagues in Japan. Personal essays and narratives emerged as I dwelt poetically and hermeneutically on the conversations. Enacting pedagogical relationship through eikaiwa , an activity set in kyōshitsu, defines kokoro for pedagogy: it can be site for ikiru chikara, the goal in recent transitions of Japanese post-historical curriculum. Coming, continually arriving, from far away is what drives me in to the eikaiwa no kyōshitsu for the praxis of freedom in the heart of things, the kyōshitsu as uchi , an irreducible interior setting for pedagogical experience. Just as eikaiwa is gakugai, becoming eikaiwa no sensei depends on the nature and potential of being gaijin. That eikaiwa no sensei should be regarded as master of something bought and sold as a way of the soul and pursuit of nobility—this points out the unique and complex position of eikaiwa no sensei. Considering the dō of kendo, judo, sadō, kadō and so on, I look at sensei: one of earlier birth to life and practice in a particular way. The status whereby sensei retains the nobility of the samurai is, after all, a matter of her own way of being as nobly human as it is possible to be. If cultural context is for adaptation (implying a movement towards an interior), then it is perfectly natural and also perfectly human to adapt every cultural form, to internalize and japan it. Dwelling in journey describes my hosomichi, and it takes place in an oku of the heart.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.018 |
| Scholarly communication | 0.011 | 0.011 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.013 | 0.005 |
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 source (direct Gemma or distilled Codex), 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".