"Towards a Curriculum of Consciousness: \n"An African and Asian Interface for New Philosophy of Art and Contemporary Cultural Practice, Tested Through Action Research"
Bibliographic record
Abstract
Abstract: "4 Minds" is a trans- disciplinary pedagogic action research project taking place at Glasgow School of Art in affiliation with Goldsmiths College University of London. Seven colleagues are testing Ranjana Thapalyal’s thesis which aims to develop self reflective approaches to art and art education, based on a deconstruction and selection of Hindu and Yoruba philosophical theories. Two key problems are identified: firstly the ambivalent position in which Higher Education Art School pedagogy finds itself in the fall out of post modern discourse now deeply embedded in contemporary culture; secondly the attendant difficulty in overt espousal of skill based or socially and ethically aligned work, in favour of more theoretically engaged but potentially self alienating work. \nThe thesis proposes that these problems be tackled via a conscious harnessing of the critical rigour of post structural logic with the flexible and multidisciplinary nature of two of the world’s most ancient thought systems, chosen because of their dynamic concepts of self -knowledge and social context. The danger of a proselytising religious nuancing is pre-empted by highlighting the inferred self questioning nature of the thought systems themselves, and their evident insistence on hermeneutic function and individual human agency, leading to the \nCurriculum of Consciousness. \n \n \nCanada International Conference on Education, Toronto, . \n(CICE 2010)
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".