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Reflection and Self-Understanding in Piagetian Theory: A Phenomenological Critique

2018· article· en· W88426473 on OpenAlex
David W. Jardine

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.

affAt least one author lists a Canadian institution in the pinned OpenAlex snapshot.

Bibliographic record

VenueJournal of educational thought. · 2018
Typearticle
Languageen
FieldPsychology
TopicCounseling, Therapy, and Family Dynamics
Canadian institutionsUniversity of Calgary
Fundersnot available
KeywordsReflection (computer programming)PsychologyPiaget's theory of cognitive developmentLearning theoryEpistemologyPhenomenology (philosophy)Cognitive psychologyCognitive developmentCognitionPhilosophyComputer science

Abstract

fetched live from OpenAlex

Recent work has been emerging which is examining the notions of self-understanding and reflection insofar as these phenomena emerge within the context of the practice of teaching. This paper makes the case that , because of the powerful influence of Piagetian theory on the practice of teaching, it is necessary to re-examine how these phenomena are formulated in that theory. This necessity is especially urgent, since Piaget's theory, as a form of scientific discourse, leads to a formulation of " practical understanding" which is decidedly negative.

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 imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.078
Threshold uncertainty score0.851

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0010.000

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.

Opus teacher head0.049
GPT teacher head0.381
Teacher spread0.332 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it