Bibliographic record
Abstract
In this essay we reference a co-creative art installation entitled Box-ing In/Out (Di Rezze & Mantas, 2006; Mantas, 2004). Through this collaborative project we describe how artful re-search and the co-creative process can help teachers access and reframe tacit understandings of teaching and learning. We argue that the personal meaning making, which results from such a re-search process can be understood as embodied learning. We propose that when teachers identify, reclaim and continually reframe their subjective understandings of teaching as social practice, they can embody a more response-able (Di Rezze, 2000; Surrey, 1991) disposition toward students; that is, be able to respond to them more thoughtfully, mindfully and with care. As agents in their own learning, teachers can then begin to create more nurturing teaching and learning spaces for both self and the students entrusted to them.
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 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 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.036 |
| Scholarly communication | 0.008 | 0.014 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.008 | 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 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".