Bibliographic record
Abstract
context global civilization processes, huge man-made influence on state planet and all life on it, in postindustrial information age objectively and primarily for individual becomes ability to live in this world , keeping yourself in physical condition, realizing yourself to maximum spiritually, intellectually and energetically. new environment education requires radical revision portrait modern man - the modern man is one, who in order to be an adequate in social and professional dynamics, must possess self transformation practices, to be able to change infinite self.1FROM MODERNISM TO POSTMODERNISMIn global education lies a huge complexity and no one will be able to solve it, to what extent it is possible, based on specifics postmodernism, not only as a philosophical movement, but also as a social, cultural and historical phenomenon of Zeitgeist2. For philosophy globalization, it is suitable, term critical postmodernism. Appeal to special dictionary: In most general sense postmodernism called Zeitgeist radical pluralism, i.e., universal, all-consuming multiplicity views, theories, concepts, which brings together all that happened after modernism in different kinds human activty: philosophy, art sociology, economics, politics/3. This is the spirit times.Postmodernism, in its essence, is not compatible with modernism (Zeitgeist industrial period) (Table 1).THE TRANSITION FROM THE INDUSTRIAL AGE TO THE GLOBALIZATION, FROM MODERNISM TO POSTMODERNISM THROUGH THE PRISM OF 3D THINKINGIntellectual activity mainly is realized on basic information and bigger it is, closer to truth product is. today's world, to increase basis information short bunches information that have different compression ratios are widely used - from 3D to 10D (eg, DNA in which 77 km are compressed. Linear information!).Modernization education aimed at a qualitative leap from industrial age to globalization, from modernism to postmodernism reclaims change typology thinking - from linear and systems thinking in 3D thinking (Figure 1). Because, only three coordinate system determines structure close connection systems and their dynamics. Three coordinates events provide minimal information about factors development tangible and intangible events.In this quadrant international and European education benchmarks are presented:* Education for All (Human Rights, Rights Child, World Education Forum, Dakar, 2000);* Quality Education (UNESCO);* Competence approach in education (UNESCO, European qualification standards - 2006). There is experience in Australia, Brazil, Mexico, Canada (Quebec), Kazakhstan (political will - state program for development education);* European qualification standard. Kazakhstan - political will (State Education Development Program, President's address), introducing 3 levels higher education;* Innovative activities - modern management. Kazakhstan - political will, President's Message, Strategy Kazakhstan - 2050.Quadrant Postmodernism - industrial eraTraps:* Competence approach in teaching (plus.). Countries that adopt eight European competences, but add up to them several national competencies. Example: Romania, Republic Moldova - European competences eight + two national competences;* Partial implementation European qualification standard. Introduction only two levels higher education (Republic Moldova, Russia, Ukraine).Quadrant Industrial Age - modernismTraps:* Changes in shape, keeping same content - joint stock companies, creation various structures - centers development tests, pedagogical skill Center, Center for textbooks, etc. …
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.010 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
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".