From Molière to global justice: Reflections on a pedagogical journey
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
This chapter traces the transformative exploration of new horizons in the author’s pedagogical journey that opened pathways to students for independent critical thinking, engaged learning, and ethical engagement for the common good. From dispenser of knowledge to undergraduate students as a new French professor at McMaster University to subsequently teaching at the graduate level in his specialization with smaller classes and more student engagement, the author developed a more interactive pedagogical perspective. A rekindled prior interest in francophone African and Caribbean literature led to the pioneering launch of courses in this new field, with the graduate course later becoming a pillar of the department’s doctoral program. A series of international experiences seeded a further pivot to international development and new courses using problem- and inquiry-based approaches. Persistent themes in the evolution of the author’s pedagogical practice are the interplay of academic and community-based experience, critical student engagement, and a moral vision of global citizenship.
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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.284 | 0.002 |
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