Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.9 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 4 28 2817387 2817239 2026-06-30T12:04:12Z Z. Patterson 1936818 /* Preparing manuscript for submission to the WikiJournal of Humanities */ new section 2817387 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) *{{support}} In 2018 I initiated [[:Category:Videoconferences on media and democracy]] as a platform for disseminating public affairs events. In 2021 I officially initiated a podcast series on "Media & Democracy" syndicated for the [[w:List of Pacifica Radio stations and affiliates|Pacifica radio network]]. In 2024 I converted it from irregular to fortnightly. I think this is all educational and supports the Wikiversity education mission, and I think that "rehost Wikinews here" would be appropriate. (I had some experience with Wikinews a few years ago. I felt it was too tightly controlled: Article submissions went stale, because I could not get official permission to publish and I could not get the information needed to understand what I was supposed to do to obtain the official permission. I would be opposed to rehosting Wikinews here if the policy similarly made it unreasonably difficult for volunteer contributor to get the information needed to meet the journalistic standards imposed by the overworked editors.) {{unsigned|DavidMCEddy}} ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) ::Wikimedia has a lot of ''volunteer'' artists who can illustrate if asked. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:11, 9 June 2026 (UTC) :::Interesting! That's good to know. Where can we find the volunteer artists for illustrating? [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 20:11, 9 June 2026 (UTC) ::::Wikimedia commons has [[commons:Commons:Graphic Lab/Illustration workshop]] [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 02:18, 10 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) : Juandev has posted some comments on the [[Wikiversity talk:Inactivity policy|talk page]]. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:30, 12 June 2026 (UTC) == Proposed user group and/or possible policy changes == {{tracked|T430416|fixed}} I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) ::::ok [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:55, 13 June 2026 (UTC) :AI generated content should not be allowed as it is inherently plagiarism. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:14, 9 June 2026 (UTC) ::And if the user mention it was generated by an AI? Note that there is something called as public domain, that is the author wave its rights. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:53, 9 June 2026 (UTC) :::Plagiarism isn’t copyright violation. Crediting the AI is not crediting the authors the AI stole from without credit. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 10:18, 9 June 2026 (UTC) ::::I see, now I understand your point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:56, 13 June 2026 (UTC) == Deployment of Legal and Safety Contacts Link in the Footer of Your Wiki == Hello community, The Wikimedia Foundation has provided [[foundation:Legal:Wikimedia Foundation Legal and Safety Contact Information|a single legal and safety contact page]], to be linked in the footer of your wiki, to ensure access to accurate legal information. This is a regulatory requirement. We have already rolled out links to English, German, Italian, Spanish Wikipedias and other wikis and we will deploy to your wiki soon. Please [[m:Wikimedia Foundation Legal and Safety Contacts FAQ|read more on the project page]] and leave any comments in this thread or on [[m:Talk:Wikimedia Foundation Legal and Safety Contacts FAQ|the talk page]]. –– [[User:STei (WMF)|STei (WMF)]] ([[User talk:STei (WMF)|discuss]] • [[Special:Contributions/STei (WMF)|contribs]]) 18:12, 9 June 2026 (UTC) :Thanks for the notice. In case anyone is not clear, we cannot locally change the text at the footer, as it [[:mw:Manual:Footer|requires access to the server settings]]. If we locally needed to change it, we would have to file a ticket at [[:phab:]]. Since the above was sent by someone from the WMF, I think they are on it and it will be updated without any action from anyone here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:24, 9 June 2026 (UTC) == Image not displaying == Can anyone work out why this image isn't displaying?<br> [[Educational Media Awareness Campaign/Physics/POTD 10]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:45, 11 June 2026 (UTC) :Not sure, but it was an issue with the file itself and either way, it should be (and I have since done this) replaced with the SVG [[:File:Telescope-schematic.svg]]. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 13:59, 11 June 2026 (UTC) == New nomination template(s) == I created {{tlx|Nomination}} when someone requests curator or custodian permissions, which often at least require mentorship. On the other hand, I might create {{tlx|Nomination 2}}, in which the latter does not have a section about mentorship (often used for bureaucrat or interface administrator nominations). [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:29, 12 June 2026 (UTC) == June 2026 Wikimedia Café meetups regarding the English Wikipedia Editor Reflections project == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 10px; padding-right: 10px; padding-left: 10px; padding-bottom: 10px;">[[File:Wikimedia Café logo in plain SVG format.svg|60px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of June. Both sessions will focus on the [https://en.wikipedia.org/wiki/Wikipedia:Editor_reflections English Wikipedia Editor Reflections project]. The featured guest in the Café will be [https://en.wikipedia.org/wiki/User:Clovermoss User:Clovermoss]. Participants may attend either or both sessions. #'''27 June 2026 15:00 UTC''' ([https://zonestamp.toolforge.org/1782572400 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''28 June 2026 03:00 UTC''' ([https://zonestamp.toolforge.org/1782615600 timestamp converter]), at a time friendly to Asia and the Pacific Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 04:00, 15 June 2026 (UTC) == Mobile friendly main page == Hello, I have recently been using wikiversity on mobile and unlike wikipedia some images and boxes stick out instead of all having a set width which means you can scroll a little side to side, which makes the site feel a bit unfinished. Its just a suggestion but I think it will wake the user experience much better {{unsigned|AUBSTRAWBS}} :{{Ping|AUBSTRAWBS}} I don't use a smartphone. Can you give me more details or even take some screenshots? You can upload them at [[:c:Category:English Wikiversity screenshots]]. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 13:30, 18 June 2026 (UTC) ::Hi i uploaded an image of the problem. Since some of the images are larger than the screen and not adjusted to fit they stick out and makes the page larger which lets you scroll right and have a big white rectangle on the side [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 14:03, 18 June 2026 (UTC) :::Thanks. I agree that this is an issue, but it's a pretty minor-to-moderate one to me and I don't think I will be able to dedicate time to fix it myself. Showing it to others here is useful in case someone else wants to tinker with the CSS to resolve it. Thanks for bringing it to the community's attention. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:42, 18 June 2026 (UTC) ::::I do know CSS as I like to maintain a blog online so I could try and fix it but I don't know if I have the access to do that, would i need to be a curator/ custodian. Alternatively i could edit a sandbox version of the main page and then send it to someone. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 20:00, 18 June 2026 (UTC) :::::Oh great. There are a lot of draft versions of the main page like [[Wikiversity:Main Page/Draft version 0.2]], so you can make [[Wikiversity:Main Page/Sandbox]] if you want and edit there. If you can tinker it to your liking, I can edit the main page. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:14, 18 June 2026 (UTC) ::::::thank you, i'll check it out [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 22:16, 18 June 2026 (UTC) == Main page titles == Currently, the title says "Wikiversity:Main Page", but in my opinion, it's too basic. I would like to propose changing it with the following options (you may only pick one): # Option 1: Set both [[MediaWiki:Mainpage-title]] and [[MediaWiki:Mainpage-title-loggedin]] to blank, giving the main page a portal-like design (as with English Wikipedia, English Wikibooks, etc.) # Option 2: Modify [[MediaWiki:Mainpage-title]] to <code>Welcome to Wikiversity</code> (for unregistered users), and [[MediaWiki:Mainpage-title-loggedin]] to <code><nowiki>Welcome to Wikiversity, $1!</nowiki></code>; the latter would display to me as <code>Welcome to Wikiversity, Codename Noreste!</code> Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:34, 18 June 2026 (UTC) : Pinging @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]] for input above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:03, 24 June 2026 (UTC) :I'm afraid that I don't have strong feelings on this. Changing to either or staying with the status quo are all fine to me. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:10, 24 June 2026 (UTC) : I like the option of being consistent with Wikipedia and Wikibooks -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:04, 25 June 2026 (UTC) == Wiki x AI preconference day @ Wikimania == There will be a preconference day at Wikimania about [[meta:Artificial_intelligence/2026_Wiki_AI | Wiki AI]]. It will be mostly offline, but there will be at least one hybrid session for demos of community-developed AI tools and workflows. * If you've built something cool, that is a chance to show it off, list it on the gallery of tools in progress, and get feedback. * If you could ask the people shaping AI on the wikis (WMF, tool builders, model trainers, GLAM and policy folks) a question, what would it be? Cheers, <span style="padding:0 2px 0 2px;background-color:white;color:#bbb;">&ndash;[[User:Sj|SJ]][[User Talk:Sj|<span style="color:#ff9900;">+</span>]]</span> 23:12, 20 June 2026 (UTC) and Alaexis<br>{{comment|1=Copied from https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FAssessment%2FUsing_generative_AI&diff=2816357&oldid=2807052}} == RFC about AI-generated content in Wikimedia Commons == You are invited to participate in a [[c:Commons:Requests for comment/Policy update for AI content|request for comment on Wikimedia Commons about a policy update for AI content]]. This may affect files that are uploaded to Wikimedia Commons for use on this project. Thank you. [[m:User:Codename Noreste|Codename Noreste]] ([[m:User talk:Codename Noreste|discuss]]) 17:12, 23 June 2026 (UTC) <!-- Message sent by User:Codename Noreste@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Deployment of Legal and Safety Contacts Link in the Footer of Your Wiki == <section begin="Message"/> '''Legal & Safety Contacts''' Hello community, the Wikimedia Foundation has provided a [[wmf:Special:MyLanguage/Legal:Wikimedia Foundation Legal and Safety Contact Information|single legal and safety contact page]], to be linked in the footer of your wiki, to ensure access to accurate legal information. This is a regulatory requirement. We have already rolled out links to English, German, Italian, Spanish and other wikis and we will deploy to your wiki soon. [[m:Special:MyLanguage/Wikimedia_Foundation_Legal_and_Safety_Contacts_FAQ|Please read more on the project page]] and leave any comments in this thread or on the [[m:Special:MyLanguage/Talk:Wikimedia Foundation Legal and Safety Contacts FAQ|talk page]]. <section end="Message"/> -- [[User:Sannita (WMF)|User:Sannita (WMF)]] ([[User talk:Sannita (WMF)|talk]]) 13:31, 25 June 2026 (UTC) <!-- Message sent by User:Sannita (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:Sannita_(WMF)/Mass_sending_test&oldid=30731267 --> == Preparing manuscript for submission to the ''WikiJournal of Humanities'' == I am working on preparing an article in Wikipedia for a dual goal of submitting it for a featured article candidacy in Wikipedia and submitting it to the ''[[WikiJournal of Humanities]]''. I have an open request for pre-submission peer review at [[en:Wikipedia:Wikipedia:Peer review/Rei Ayanami/archive2|Wikipedia:Peer review/Rei Ayanami/archive2]], and I am asking for someone experienced with submitting journals to WikiJournals. The article is not ready for submission, and I would like to know where I can get assistance from users who submitted articles to the journal, but did not necessarily review them. Furthermore, I said there that submitting to the ''WikiJournal of Humanities'' depends on whether the article attains featured article status in Wikipedia, as I would like to use the featured article as a manuscript for a journal article. [[User:Z. Patterson|Z. Patterson]] ([[User talk:Z. Patterson|discuss]] • [[Special:Contributions/Z. Patterson|contribs]]) 12:04, 30 June 2026 (UTC) k0i8f7vltw8e55i7eo9xubpbxblvqum 2817474 2817387 2026-06-30T21:34:16Z Codename Noreste 2969951 /* Main page titles */ reply: {{done}}. (-) ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]]) 2817474 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ::A few days shy of 30, it seems obvious that this is not going to pass. So I '''withdraw''' as presumptively '''failed'''. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:14, 9 June 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) * {{oppose}} per above. Wikiversity<math>\not=</math> Wikinews - not a good idea to mix the scope of projects. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 12:03, 8 June 2026 (UTC) * {{abstain}} I will abstain since I'm not an active Wikiversity contributor. But I just feel like Wikinews had a very clear and specific goal of providing news, and Wikiversity is just a different project with different goals. For me, it would be odd to rehost Wikinews here. But please do not count my vote, this is only a comment. --[[User:Antimundo|Antimundo]] ([[User talk:Antimundo|discuss]] • [[Special:Contributions/Antimundo|contribs]]) 13:19, 6 June 2026 (UTC) * {{oppose}} Although I think it's a pity that Wikinews is closed. --[[User:Dick Bos|Dick Bos]] ([[User talk:Dick Bos|discuss]] • [[Special:Contributions/Dick Bos|contribs]]) 19:06, 8 June 2026 (UTC) *{{support}} In 2018 I initiated [[:Category:Videoconferences on media and democracy]] as a platform for disseminating public affairs events. In 2021 I officially initiated a podcast series on "Media & Democracy" syndicated for the [[w:List of Pacifica Radio stations and affiliates|Pacifica radio network]]. In 2024 I converted it from irregular to fortnightly. I think this is all educational and supports the Wikiversity education mission, and I think that "rehost Wikinews here" would be appropriate. (I had some experience with Wikinews a few years ago. I felt it was too tightly controlled: Article submissions went stale, because I could not get official permission to publish and I could not get the information needed to understand what I was supposed to do to obtain the official permission. I would be opposed to rehosting Wikinews here if the policy similarly made it unreasonably difficult for volunteer contributor to get the information needed to meet the journalistic standards imposed by the overworked editors.) {{unsigned|DavidMCEddy}} ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) *::@[[User:Bluerasberry|Bluerasberry]] WikiJournal is not interested in taking on news journalism. WikiJournal is publishing conference proceedings at the request of some Wikimedian educators, and conference proceedings is what a "regular" journal publishes. News journalism is quite different from this, and if WikiJournal starts to deviate towards publishing news journalism, it will create barrier towards future initiatives like being indexed in Medline or Web of Science, and may risk being delisted from Scopus. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 22:43, 5 June 2026 (UTC) *:::Thats a good point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:09, 9 June 2026 (UTC) == Create an autopatrolled user group? == {{tracked|T428269|resolved}} I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) : @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]]: the autopatroller user group has been implemented here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:14, 8 June 2026 (UTC) ::Thanks. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) :Recently agreed [[Wikiversity:Artificial intelligence|policy]] welcome users to tag AI generated pages. Me personally I am not against the use of AI. What is the difference in abstract schematic image created by a human and the same by an AI. If the users does not have finances to pay digital artest and you dont want to let them use AI, would you pay the artest for them? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:07, 8 June 2026 (UTC) ::Wikimedia has a lot of ''volunteer'' artists who can illustrate if asked. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:11, 9 June 2026 (UTC) :::Interesting! That's good to know. Where can we find the volunteer artists for illustrating? [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 20:11, 9 June 2026 (UTC) ::::Wikimedia commons has [[commons:Commons:Graphic Lab/Illustration workshop]] [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 02:18, 10 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) : Juandev has posted some comments on the [[Wikiversity talk:Inactivity policy|talk page]]. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:30, 12 June 2026 (UTC) == Proposed user group and/or possible policy changes == {{tracked|T430416|fixed}} I want to discuss about user group and possible policy changes. # First, interface administrators. I don't think we should allow interface administrators to remove their permission from their own account, since we have multiple active bureaucrats and we can ask them to remove the permission when done, or for them to add a temporary grant. This is according to the [[Wikiversity:IA|current IA policy]]. I also left [[Wikiversity talk:Interface administrators#My thoughts about this user group|my thoughts on the relevant talk page]]. # Second, curators. Given that curators have some sensitive custodian rights (such as <code>delete</code> [but not <code>undelete</code> or similar rights that allow viewing deleted content, unless the curatorship process is RFA-like] and <code>protect</code>), it would probably make more sense only for bureaucrats to grant and remove it, on par with them granting (but not removing) custodian permissions. # Third, about probationary custodians. [[Wikiversity:Probationary custodians]] is currently marked as historical, and the process might still exist on [[Wikiversity:Custodianship]]. Therefore, to maintain consistency with [[Wikiversity:Curatorship#How does one become a curator?]], I propose that we repeal the probationary custodianship process and change it more or less to align with the curatorship process, effectively making probationary custodians permanent ones. However, custodian mentors would still be retained. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:55, 5 June 2026 (UTC) :#Yes, I agree. :#Thats a good point, but I dont know. At least I dont think its a good idea that both groups i.e. crats and custodiants can do that, it may create chaos. :#Another good point. It seems to me that the current situation is somewhat unclear and should be clarified. I understand the original status of [[Wikiversity:Probationary custodians|Probationary custodians]] as a historicall and invalid, but at the same time I consider myself a probationary custodian, because on the Wikiversity:Custodianship page in the ''[[Wikiversity:Custodianship#How does one become a custodian?|How does one become a custodian?]]'' section it says, I quote, ''"II ...then you will be approved as a probationary custodian for a period of at least four weeks"''. :::Mentors should definitely be kept, but for certain applicants the probation and mentorship should be abolished. For example, if someone was an active custodian for 5 years, then loses their rights or gives them up for a year and then wants to resume their custodial activities, there is no reason for them to undergo a training period. It burdens both the mentors and the community with double voting. The only exception could be a situation where policies or tools for custodians change significantly during that year, or the candidate wants to. :[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:08, 9 June 2026 (UTC) == New user what do I do here == I love wikipedia and the wikiversity project seems super interesting. However I know very little about wikiversity and would like to know how i can best contribute to the project. Also if there are forums or discord or reddit that would be very helpful. (One last thing is it normal that my userboxes don't work here) {{unsigned|AUBSTRAWBS}} :Hey {{ping|AUBSTRAWBS}} Welcome to Wikiversity! I've left a welcome message on your talk page so that should provide you a plethora of useful links for you to look at so you can familiarize yourself with the project. Also, feel free to create the userboxes you need. Wikiversity doesn't have as many userboxes as Wikipedia. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:45, 8 June 2026 (UTC) :Thank you very much :) hope to contribute a lot. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 21:50, 8 June 2026 (UTC) == Towards an Ethics policy == In connection with the [[Wikiversity:Community Review/Removal of Wikidebates|discussion of Wikidebates]], I said that it would be good to establish a policy on ethics, or rather a boundary between ethical and unethical content, so that we don't have to discuss individual cases. In addition, today we also have some global policies that prohibit, for example, attacks on members of the Wikimedia movement or undermining other projects. However, at the very beginning, I would start by collecting your opinions. What content or what research should not be allowed on Wikiversity? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 05:52, 9 June 2026 (UTC) :One ethical issue that I think should be non-controversial is related to good faith in the learning modules. So, learning materials should not be hoaxes or encourage behavior or methods that don't work or that misrepresent the facts or the likelihood of something occurring, etc. and authors should also not plagiarize or misrepresent authorship, etc. That was quite a run-on, but I hope that others can tease out what I mean here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:39, 9 June 2026 (UTC) ::I look at it from a practical perspective. We can give that to the policy, but I see the problem in that we are not able to check it except plagiarism. ::Plagiarism can be partially detected during patrolling. I see a new text, I put part of it in Google and I check if it is copied from the web. It is a problem with copying from books or other offline sources, but sometimes it happens that someone finds out that something is copied from somewhere and it can be deleted. ::The biggest issue we have here is that we are missing Wikipedia's control mechanism: references. Only some types of resources on Wikiversity require references. In-line references are not often used in courses, exercises, lectures, etc. We are thus deprived of one of the excellent control mechanisms and the only option is for the increase in the number of members with various qualifications to check it for their colleagues. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:59, 9 June 2026 (UTC) :::Having a policy and enforcing that policy are indeed two different things. If we are only concerned with issues that we can definitively enforce, then that will definitely change this conversation. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:06, 9 June 2026 (UTC) ::::ok [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:55, 13 June 2026 (UTC) :AI generated content should not be allowed as it is inherently plagiarism. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 08:14, 9 June 2026 (UTC) ::And if the user mention it was generated by an AI? Note that there is something called as public domain, that is the author wave its rights. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:53, 9 June 2026 (UTC) :::Plagiarism isn’t copyright violation. Crediting the AI is not crediting the authors the AI stole from without credit. [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 10:18, 9 June 2026 (UTC) ::::I see, now I understand your point. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:56, 13 June 2026 (UTC) == Deployment of Legal and Safety Contacts Link in the Footer of Your Wiki == Hello community, The Wikimedia Foundation has provided [[foundation:Legal:Wikimedia Foundation Legal and Safety Contact Information|a single legal and safety contact page]], to be linked in the footer of your wiki, to ensure access to accurate legal information. This is a regulatory requirement. We have already rolled out links to English, German, Italian, Spanish Wikipedias and other wikis and we will deploy to your wiki soon. Please [[m:Wikimedia Foundation Legal and Safety Contacts FAQ|read more on the project page]] and leave any comments in this thread or on [[m:Talk:Wikimedia Foundation Legal and Safety Contacts FAQ|the talk page]]. –– [[User:STei (WMF)|STei (WMF)]] ([[User talk:STei (WMF)|discuss]] • [[Special:Contributions/STei (WMF)|contribs]]) 18:12, 9 June 2026 (UTC) :Thanks for the notice. In case anyone is not clear, we cannot locally change the text at the footer, as it [[:mw:Manual:Footer|requires access to the server settings]]. If we locally needed to change it, we would have to file a ticket at [[:phab:]]. Since the above was sent by someone from the WMF, I think they are on it and it will be updated without any action from anyone here. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:24, 9 June 2026 (UTC) == Image not displaying == Can anyone work out why this image isn't displaying?<br> [[Educational Media Awareness Campaign/Physics/POTD 10]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:45, 11 June 2026 (UTC) :Not sure, but it was an issue with the file itself and either way, it should be (and I have since done this) replaced with the SVG [[:File:Telescope-schematic.svg]]. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 13:59, 11 June 2026 (UTC) == New nomination template(s) == I created {{tlx|Nomination}} when someone requests curator or custodian permissions, which often at least require mentorship. On the other hand, I might create {{tlx|Nomination 2}}, in which the latter does not have a section about mentorship (often used for bureaucrat or interface administrator nominations). [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:29, 12 June 2026 (UTC) == June 2026 Wikimedia Café meetups regarding the English Wikipedia Editor Reflections project == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 10px; padding-right: 10px; padding-left: 10px; padding-bottom: 10px;">[[File:Wikimedia Café logo in plain SVG format.svg|60px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of June. Both sessions will focus on the [https://en.wikipedia.org/wiki/Wikipedia:Editor_reflections English Wikipedia Editor Reflections project]. The featured guest in the Café will be [https://en.wikipedia.org/wiki/User:Clovermoss User:Clovermoss]. Participants may attend either or both sessions. #'''27 June 2026 15:00 UTC''' ([https://zonestamp.toolforge.org/1782572400 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''28 June 2026 03:00 UTC''' ([https://zonestamp.toolforge.org/1782615600 timestamp converter]), at a time friendly to Asia and the Pacific Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 04:00, 15 June 2026 (UTC) == Mobile friendly main page == Hello, I have recently been using wikiversity on mobile and unlike wikipedia some images and boxes stick out instead of all having a set width which means you can scroll a little side to side, which makes the site feel a bit unfinished. Its just a suggestion but I think it will wake the user experience much better {{unsigned|AUBSTRAWBS}} :{{Ping|AUBSTRAWBS}} I don't use a smartphone. Can you give me more details or even take some screenshots? You can upload them at [[:c:Category:English Wikiversity screenshots]]. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 13:30, 18 June 2026 (UTC) ::Hi i uploaded an image of the problem. Since some of the images are larger than the screen and not adjusted to fit they stick out and makes the page larger which lets you scroll right and have a big white rectangle on the side [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 14:03, 18 June 2026 (UTC) :::Thanks. I agree that this is an issue, but it's a pretty minor-to-moderate one to me and I don't think I will be able to dedicate time to fix it myself. Showing it to others here is useful in case someone else wants to tinker with the CSS to resolve it. Thanks for bringing it to the community's attention. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:42, 18 June 2026 (UTC) ::::I do know CSS as I like to maintain a blog online so I could try and fix it but I don't know if I have the access to do that, would i need to be a curator/ custodian. Alternatively i could edit a sandbox version of the main page and then send it to someone. [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 20:00, 18 June 2026 (UTC) :::::Oh great. There are a lot of draft versions of the main page like [[Wikiversity:Main Page/Draft version 0.2]], so you can make [[Wikiversity:Main Page/Sandbox]] if you want and edit there. If you can tinker it to your liking, I can edit the main page. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 20:14, 18 June 2026 (UTC) ::::::thank you, i'll check it out [[User:AUBSTRAWBS|AUBSTRAWBS]] ([[User talk:AUBSTRAWBS|discuss]] • [[Special:Contributions/AUBSTRAWBS|contribs]]) 22:16, 18 June 2026 (UTC) == Main page titles == Currently, the title says "Wikiversity:Main Page", but in my opinion, it's too basic. I would like to propose changing it with the following options (you may only pick one): # Option 1: Set both [[MediaWiki:Mainpage-title]] and [[MediaWiki:Mainpage-title-loggedin]] to blank, giving the main page a portal-like design (as with English Wikipedia, English Wikibooks, etc.) # Option 2: Modify [[MediaWiki:Mainpage-title]] to <code>Welcome to Wikiversity</code> (for unregistered users), and [[MediaWiki:Mainpage-title-loggedin]] to <code><nowiki>Welcome to Wikiversity, $1!</nowiki></code>; the latter would display to me as <code>Welcome to Wikiversity, Codename Noreste!</code> Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:34, 18 June 2026 (UTC) : Pinging @[[User:Jtneill|Jtneill]] and @[[User:Koavf|Koavf]] for input above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:03, 24 June 2026 (UTC) :I'm afraid that I don't have strong feelings on this. Changing to either or staying with the status quo are all fine to me. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:10, 24 June 2026 (UTC) : I like the option of being consistent with Wikipedia and Wikibooks -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:04, 25 June 2026 (UTC) : {{done}}. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:34, 30 June 2026 (UTC) == Wiki x AI preconference day @ Wikimania == There will be a preconference day at Wikimania about [[meta:Artificial_intelligence/2026_Wiki_AI | Wiki AI]]. It will be mostly offline, but there will be at least one hybrid session for demos of community-developed AI tools and workflows. * If you've built something cool, that is a chance to show it off, list it on the gallery of tools in progress, and get feedback. * If you could ask the people shaping AI on the wikis (WMF, tool builders, model trainers, GLAM and policy folks) a question, what would it be? Cheers, <span style="padding:0 2px 0 2px;background-color:white;color:#bbb;">&ndash;[[User:Sj|SJ]][[User Talk:Sj|<span style="color:#ff9900;">+</span>]]</span> 23:12, 20 June 2026 (UTC) and Alaexis<br>{{comment|1=Copied from https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FAssessment%2FUsing_generative_AI&diff=2816357&oldid=2807052}} == RFC about AI-generated content in Wikimedia Commons == You are invited to participate in a [[c:Commons:Requests for comment/Policy update for AI content|request for comment on Wikimedia Commons about a policy update for AI content]]. This may affect files that are uploaded to Wikimedia Commons for use on this project. Thank you. [[m:User:Codename Noreste|Codename Noreste]] ([[m:User talk:Codename Noreste|discuss]]) 17:12, 23 June 2026 (UTC) <!-- Message sent by User:Codename Noreste@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Deployment of Legal and Safety Contacts Link in the Footer of Your Wiki == <section begin="Message"/> '''Legal & Safety Contacts''' Hello community, the Wikimedia Foundation has provided a [[wmf:Special:MyLanguage/Legal:Wikimedia Foundation Legal and Safety Contact Information|single legal and safety contact page]], to be linked in the footer of your wiki, to ensure access to accurate legal information. This is a regulatory requirement. We have already rolled out links to English, German, Italian, Spanish and other wikis and we will deploy to your wiki soon. [[m:Special:MyLanguage/Wikimedia_Foundation_Legal_and_Safety_Contacts_FAQ|Please read more on the project page]] and leave any comments in this thread or on the [[m:Special:MyLanguage/Talk:Wikimedia Foundation Legal and Safety Contacts FAQ|talk page]]. <section end="Message"/> -- [[User:Sannita (WMF)|User:Sannita (WMF)]] ([[User talk:Sannita (WMF)|talk]]) 13:31, 25 June 2026 (UTC) <!-- Message sent by User:Sannita (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=User:Sannita_(WMF)/Mass_sending_test&oldid=30731267 --> == Preparing manuscript for submission to the ''WikiJournal of Humanities'' == I am working on preparing an article in Wikipedia for a dual goal of submitting it for a featured article candidacy in Wikipedia and submitting it to the ''[[WikiJournal of Humanities]]''. I have an open request for pre-submission peer review at [[en:Wikipedia:Wikipedia:Peer review/Rei Ayanami/archive2|Wikipedia:Peer review/Rei Ayanami/archive2]], and I am asking for someone experienced with submitting journals to WikiJournals. The article is not ready for submission, and I would like to know where I can get assistance from users who submitted articles to the journal, but did not necessarily review them. Furthermore, I said there that submitting to the ''WikiJournal of Humanities'' depends on whether the article attains featured article status in Wikipedia, as I would like to use the featured article as a manuscript for a journal article. [[User:Z. Patterson|Z. Patterson]] ([[User talk:Z. Patterson|discuss]] • [[Special:Contributions/Z. Patterson|contribs]]) 12:04, 30 June 2026 (UTC) h855iy2fv1ibt02ifpij2vltihmohjb 4 2055 2817471 2810298 2026-06-30T21:25:03Z Codename Noreste 2969951 /* User rights */ Only bureaucrats can grant and revoke curator permissions as of yesterday. 2817471 wikitext text/x-wiki {{pp-protected|small=yes}} {{Policy|WV:CUST}} [[File:Wikiversity Administrator.svg|right|130px|link=]] '''Custodians''' are part of [[Wikiversity]]'s [[Wikiversity:Support staff|support staff]]. They are experienced and trusted users who can [[#Edit and move protection of pages|protect]] and unprotect pages, [[#Deletion and restoration of pages|delete]] and restore pages, and [[#User blocks|block]] or unblock users from editing. Custodians are the Wikiversity equivalent of administrators (also known as sysops, bibliotecarios (librarians), and moderators). The English Wikiversity currently has {{#expr:{{NUMBEROFADMINS}} -1}} custodians ([[Special:ListUsers/sysop|full list]]). {{center top}}'''[[Wikiversity:Request custodian action|Request assistance]]''' - '''[[Wikiversity:Support staff#Support staff directory|List of custodians]]''' - '''[[Wikiversity:Candidates for Custodianship|Requests for custodianship]]'''{{center bottom}} == How does one become a custodian? == {{shortcut|WV:CUST/HOW}} Any [[Wikiversity:Who are Wikiversity participants?|Wikiversity participant]] willing to do a lot of [[#What can custodians do?|dull and boring work]] for the community can become a custodian. If you have a good editing record then you are likely to be trusted and granted the privileges and responsibilities of custodianship. If you are still interested in custodianship, here is the process: {| style="border-collapse: collapse" border="1" cellpadding="4" | style="padding: 10px; text-align: center" | I | <div id="Request"> ;Request </div> You must request or be nominated for custodianship at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]]. State your reasons for seeking this position and in what areas you are or would like to be active. You may also refer to your contributions and indicate whether you have similar responsibilities at other projects. |- | style="padding: 10px; text-align: center" | II | <div id="Mentorship"> ;Mentorship </div> [[Wikiversity:List of custodian mentors|Custodian mentors]] are expected to guide and advise you on the appropriate use of custodian privileges in accordance with established policy and [[Wikiversity:Consensus|community consensus]]. If an experienced custodian agrees to mentor you and you agree to their mentorship, then you will be approved as a [[w:Probation (workplace)|probationary]] custodian for a period of at least '''four weeks'''. You will have all the privileges described below. If you have any questions or concerns, you should contact your mentor(s) for guidance and advice. If you or your mentor terminate the mentorship agreement before the probationary period is complete, you will have 48 hours to find a new mentor. Otherwise your mentor may [[Meta:SRP|request removal of custodian privileges]] after 48 hours, without any further notice or community discussion. |- | style="padding: 10px; text-align: center" | III | <div id="Evaluation"> ;Evaluation </div> Your mentor will submit a request for comments at [[Wikiversity:Candidates for Custodianship|Candidates for Custodianship]] for a period of at least '''seven days''' when you are ready. During that period Wikiversity participants can evaluate how well the custodian privileges are used and how you conducted yourself at Wikiversity. |- | style="padding: 10px; text-align: center" | IV | <div id="Custodianship"> ;Custodianship </div> After one week of evaluation, a bureaucrat will make the final decision based on the arguments provided in the discussion. If you are approved, you will be a [[#Notes|permanent custodian]]. If you are not approved, your probationary period may either be extended or you may request another mentorship later. |} == What can custodians do? == {{shortcut|WV:CUST/WHAT}} === Deletion and undeletion of pages === {{shortcut|WV:CUST/D}} [[File:Delete and Protect buttons.png|200px|right]] Custodians can delete pages including images, categories, templates, etc. Deletion is subject to [[Wikiversity:Policies|policy]]. Deletion requests may be submitted by any user at [[Wikiversity:Requests for Deletion]]. Deleting a page does not actually remove it from the database. It is merely invisible to non-custodians and can be restored at request, which may be submitted at [[Wikiversity:Requests for Deletion]]. Page deletions and undeletions can be monitored by viewing the [[Special:Log/delete|deletion log]]. Custodians can also delete individual versions with the [[Wikiversity:Revision deletion|RevisionDelete]] feature. This is particularly useful to remove materials that violate [[Wikiversity:Copyrights|copyrights]] or other applicable law. Before you delete a page, read: [[Wikiversity:Welcome templates]]. See also: [[Wikiversity:Deletion policy]]. === Edit and move protection of pages === Custodians can [[Wikiversity:Page protection|protect pages]] to prevent editing. There are two types of page protection: semi-protection, which prevents anonymous and new users from editing, and full protection, which prevents all non-custodians from editing. A page can also be protected to prevent moving. Page protection can be lifted by any custodian upon request, which may be submitted at [[Wikiversity:Request custodian action]]. Page protections and unprotections can be monitored by viewing the [[Special:Log/protect|protection log]]. === Rollback === [[Image:Rollback button.png|thumb|300px|Rollback button]] Custodians have a ''[[Wikiversity:Rollback|rollback tool]]'' to revert the last change or group of changes made to a page by the same user. There is no option to provide an edit summary when using this tool. Instead, a summary such as "Reverted edits by [[Special:Contributions/$2|$2]] ([[User_talk:$2|talk]]) to last version by [[User:$1|$1]] using [[Wikiversity:Rollback|rollback]]" will be used automatically. This tool is primarily used to respond to obvious vandalism. For other edit reversions, the rollback button should not be used and a good edit summary should be provided. === User blocks === {{shortcut|WV:CUST/B}} Custodians can block users from editing by specifying a username, an IP address or range of addresses. Blocks can be temporary or permanent. Most frequently, blocking occurs in response to obvious and repeated vandalism. When blocking a user, a reason for blocking must be provided which is displayed in the [[Special:Log/block|block log]]. It is also possible to block IP addresses from creating new user accounts. See [[Wikiversity:Blocking policy]]. === Editing MediaWiki [[Wikiversity:Namespaces|namespace]] === {{shortcut|WV:CUST/MW}} Custodians are able to edit system messages (the standard texts that are used by the MediaWiki software). === Import === Custodians have access to the [[Special:Import|Import tool]], to bring materials from Wikipedia, Wikibooks, Beta.Wikiversity, Wikiquote, and Wikisource. === User rights === Custodians can determine [[Wikiversity:Consensus|consensus]] and grant or revoke the following user permissions: * [[Wikiversity:Event organizers|Event organizer]] * [[Wikiversity:IP block exemption|IP block exemption]] * [[Wikiversity:Temporary account IP viewer|Temporary account IP viewer]] However, custodians cannot grant or revoke curator, custodian, bureaucrat, bot, or interface administrator permissions. These actions require [[Wikiversity:Bureaucratship|bureaucrat]] and/or [[m:Steward|steward]] permissions. == How are custodians expected to act? == {{shortcut|WV:CUST/E}} Custodians are supposed to follow the same principles as every other user, including [[Wikiversity:Civility|being civil]], [[Wikiversity:Assume Good Faith|assuming good faith]], and understanding [[Wikiversity:What is Wikiversity?|what Wikiversity is]]. They are expected to act professionally, and to respect policy and [[Wikiversity:Consensus|community consensus]]. For a discussion of possible failure to act professionally, see a proposed recusal policy at [[Wikiversity:Recusal]]. ==Problems with custodians== {{shortcut|WV:CUST/P}} If you have a question about an action (page deletion, page protection, user block, editing MediaWiki namespace pages, violation of Wikiversity policy or some other action that does serious damage to the project) by a Wikiversity custodian, the first thing to do is leave a message on that custodian's user discussion page. Custodians should always be able to explain how their actions support Wikiversity. If you cannot get satisfaction from discussion with the custodian, you can place comments, suggestions, complaints or questions at [[Wikiversity:Custodian feedback|Custodian feedback]]. Try to resolve all custodian problems by discussion. Custodians can lose their status for [[wikt:egregious|egregious]] violations of policies. Loss of custodianship involves a process that establishes community consensus. If a specific complaint is not resolved at [[Wikiversity:Custodian feedback|Custodian feedback]] then a [[Wikiversity:Community Review|Community Review]] can be initiated to establish if there is community consensus in support for the custodianship of the custodian who is the subject of the unresolved complaint. At the end of the review, Wikiversity bureaucrats will review the discussion. If a bureaucrat decides that there is good reason for removal of a custodianship, that bureaucrat will go to the meta-wiki and [[m:Requests for permissions|request]] that stewards review the community discussion. If a steward agrees that the Wikiversity community has reached consensus about a problem custodian, then that steward can terminate the custodianship of the custodian. If you have a question about an action of a probationary custodian, you should consult their mentor(s). Actions of a probationary custodian are the responsibility of their mentor(s) during their probationary period. Partially depending on agreements made in the probationary candidacy, and with respect for the 48 hour period to find a new mentor, a request to remove custodianship for a probationary custodian may often be made at Meta by any mentor or bureaucrat without need for community consensus. The local process to remove custodianship should only need to be used as a last resort, because of this alternative option. == Notes == {{shortcut|WV:CUST/N}} * Custodianship is a responsibility, not a right. While everyone is encouraged to apply for custodianship, the position is not suited for everyone. Please also note that in all instances not listed above, custodians have no more power or weight than other users. * Custodians should set their "user preferences" so as to provide for email contacts from other Wikiversity participants. If you do not use email, then you must make yourself easily available by some other means such as [[Wikiversity:Chat|IRC chat]]. * The maximum time period of inactivity <u>without community review</u> for holders of advanced administrative rights is two years per the [[:meta:Category:Global policies|global policy]] described at [[meta:Admin activity review|Admin activity review]]. After that time, a [[meta:Steward requests/Permissions|steward will be asked to remove the rights]].<ref>See also a decision made in [[Wikiversity:Request custodian action/Archive/24#Reviews for Inactivity]].</ref> == Useful reads for custodians == {{Wikiversity organization}} ===Wikiversity=== * [[Wikiversity:Blocking policy]] * [[Wikiversity:No shrines for vandals]] * [[Wikiversity:Policies]] * [[Wikiversity:Revision deletion]] * [[How to be a Wikimedia sysop/Wikiversity]] ===MediaWiki/Wikimedia=== * [[How to be a Wikimedia sysop]] * [[b:MediaWiki Administrator's Handbook|MediaWiki Administrator's Handbook]] ==See also== * [[Special:ListUsers/sysop|List of current Wikiversity custodians and bureaucrats]] * [[Wikiversity:Bureaucratship]] * [[Wikiversity:Candidates for Custodianship]] * [[Wikiversity:CheckUser policy]] * [[Wikiversity:Curatorship]] * [[Wikiversity:History of Wikiversity/Custodianship]] * [[Wikiversity:Support staff|Wikiversity:Staff]] * [[Special:ListGroupRights]] == Reference == {{Reflist}} {{Official policies}} [[Category:Wikiversity custodianship| ]] hw74tu5a0iu0gx5ibc1cjoicnvi5nix 0 136794 2817419 2816402 2026-06-30T15:50:34Z Young1lim 21186 /* File System */ 2817419 wikitext text/x-wiki This course belongs to the [[Electrical & Computer Engineering Studies]] == Introduction == * Introduction ([[Media:SysP.Intro.20161128.pdf|pdf]]) == File System == * File System ([[Media:SysP.FileSystem.20251023.pdf|pdf]]) * File Pointer ([[Media:SysP..FilePointer.20161103.pdf|pdf]]) * System Calls ([[Media:SysP.File.SysCall.20161128.pdf|pdf]]) * File IO ([[Media:SysP.FileIO.20251023.pdf|pdf]]) * Copilot: File System ([[Media:glibcFileSystem.20251029-2.pdf|pdf]]) * Copilot: File Buffer ([[Media:glibcFileBuffer.20251025-2.pdf|pdf]]) * Copilot: File IO ([[Media:glibcFileIO.20251025-2.pdf|pdf]]) * Copilot: File Permission ([[Media:glibcFilePerm.20260121.pdf|pdf]]) * Copilot: File Control ([[Media:CP.FileCntl.20260428.pdf|pdf]], [[Media:CP.FileCntl.A.20260623.pdf|A]], [[Media:CP.FileCntl.B.20260504.pdf|B]], [[Media:CP.FileCntl.C.20260501.pdf|C]]) <br> <br> == Process == * Process ([[Media:SysP.Process.20251120.pdf|pdf]]) * Fork ([[Media:SysP.Fork.20251126.pdf|pdf]]) * Copilot: Process Information ([[Media:glibc.Process.1Info.20251101.pdf|pdf]]) * Copilot: Process Control ([[Media:glibc.Process.2Control.20251103.pdf|pdf]]) * Copilot: Process Execution ([[Media:glibc.Proc.3Exec.20251105.pdf|pdf]]) * Copilot: Process Fork ([[Media:glibc.Proc.4Fork.20251106.pdf|pdf]]) * Copilot: Process Context Switching ([[Media:glibc.Proc.5Context.20251107.pdf|pdf]]) * Copilot: Process Exec family of functions ([[Media:glibc.Proc.6ExecCall.20251112.pdf|pdf]]) * Copilot: Process Wait family of functions ([[Media:glibc.Proc.7WaitCall.20251112.pdf|pdf]]) * Copilot: Process Exit ([[Media:glibc.Proc.8Exit.20251113.pdf|pdf]]) </br> == Inter Process Communication== === Signal === * Signal ([[Media:SysP.7.A.Signal.20121206.pdf|pdf]]) * Copilot: Signal 1. Alarm ([[Media:glibc.Signal.Alarm.20251201.pdf|pdf]]) * Copilot: Signal 2. Other Functions ([[Media:glibc.Signal.2Other.20251205.pdf|pdf]]) </br> === Pipe === * Pipe ([[Media:SysP.3.A.IPC.20121115.pdf|pdf]]) * Copilot: Pipe 1. A Special File ([[Media:glibc.Pipe.File.20260307.pdf|pdf]]) </br> === System V IPC === * Message Queue ([[Media:SysP.5.A.MessageQ.20121213.pdf|pdf]]) * Shared Memory ([[Media:SysP.8.A.SharedMem.20121227.pdf|pdf]]) * Semaphore ([[Media:SysP.6.A.Semaphore.20251215.pdf|pdf]]) </br> * Copilot: Message Queue ([[Media:glibc.MessageQ.20251202.pdf|pdf]]) * Copilot: Shared Memory ([[Media:glibc.SharedMem.20251203.pdf|pdf]]) * Copilot: Semaphore ([[Media:glibc.Semaphore.20251215.pdf|pdf]]) </br> === Socket === * Socket ([[Media:SysP.4.A.Socket.20121122.pdf|pdf]]) </br> == Thread == * POSIX thread (pthread) ([[Media:SysP.9.A.Pthread.20130225.pdf|pdf]]) ==External links== * [http://www.tldp.org/LDP/tlk/tlk.html The Linux Kernel] * [http://www.tldp.org/LDP/lpg/lpg.html The Linux Programmer's Guide] * [http://www.cs.cf.ac.uk/Dave/C/ Programming in C - UNIX System Calls and Subroutines using C.] * [http://www.cs.cmu.edu/afs/cs/academic/class/15492-f07/www/pthreads.html POSIX thread (pthread) libraries] * [https://computing.llnl.gov/tutorials/pthreads/#Thread POSIX Threads Programming] [[Category:Linux]] [[Category:Computer programming]] [[Category:C programming language]] no3uk6wlhm2fc9q076k4n8ysw1ckr5n 2817421 2817419 2026-06-30T15:52:14Z Young1lim 21186 /* File System */ 2817421 wikitext text/x-wiki This course belongs to the [[Electrical & Computer Engineering Studies]] == Introduction == * Introduction ([[Media:SysP.Intro.20161128.pdf|pdf]]) == File System == * File System ([[Media:SysP.FileSystem.20251023.pdf|pdf]]) * File Pointer ([[Media:SysP..FilePointer.20161103.pdf|pdf]]) * System Calls ([[Media:SysP.File.SysCall.20161128.pdf|pdf]]) * File IO ([[Media:SysP.FileIO.20251023.pdf|pdf]]) * Copilot: File System ([[Media:glibcFileSystem.20251029-2.pdf|pdf]]) * Copilot: File Buffer ([[Media:glibcFileBuffer.20251025-2.pdf|pdf]]) * Copilot: File IO ([[Media:glibcFileIO.20251025-2.pdf|pdf]]) * Copilot: File Permission ([[Media:glibcFilePerm.20260121.pdf|pdf]]) * Copilot: File Control ([[Media:CP.FileCntl.20260428.pdf|pdf]], [[Media:CP.FileCntl.A.20260629.pdf|A]], [[Media:CP.FileCntl.B.20260504.pdf|B]], [[Media:CP.FileCntl.C.20260501.pdf|C]]) <br> <br> == Process == * Process ([[Media:SysP.Process.20251120.pdf|pdf]]) * Fork ([[Media:SysP.Fork.20251126.pdf|pdf]]) * Copilot: Process Information ([[Media:glibc.Process.1Info.20251101.pdf|pdf]]) * Copilot: Process Control ([[Media:glibc.Process.2Control.20251103.pdf|pdf]]) * Copilot: Process Execution ([[Media:glibc.Proc.3Exec.20251105.pdf|pdf]]) * Copilot: Process Fork ([[Media:glibc.Proc.4Fork.20251106.pdf|pdf]]) * Copilot: Process Context Switching ([[Media:glibc.Proc.5Context.20251107.pdf|pdf]]) * Copilot: Process Exec family of functions ([[Media:glibc.Proc.6ExecCall.20251112.pdf|pdf]]) * Copilot: Process Wait family of functions ([[Media:glibc.Proc.7WaitCall.20251112.pdf|pdf]]) * Copilot: Process Exit ([[Media:glibc.Proc.8Exit.20251113.pdf|pdf]]) </br> == Inter Process Communication== === Signal === * Signal ([[Media:SysP.7.A.Signal.20121206.pdf|pdf]]) * Copilot: Signal 1. Alarm ([[Media:glibc.Signal.Alarm.20251201.pdf|pdf]]) * Copilot: Signal 2. Other Functions ([[Media:glibc.Signal.2Other.20251205.pdf|pdf]]) </br> === Pipe === * Pipe ([[Media:SysP.3.A.IPC.20121115.pdf|pdf]]) * Copilot: Pipe 1. A Special File ([[Media:glibc.Pipe.File.20260307.pdf|pdf]]) </br> === System V IPC === * Message Queue ([[Media:SysP.5.A.MessageQ.20121213.pdf|pdf]]) * Shared Memory ([[Media:SysP.8.A.SharedMem.20121227.pdf|pdf]]) * Semaphore ([[Media:SysP.6.A.Semaphore.20251215.pdf|pdf]]) </br> * Copilot: Message Queue ([[Media:glibc.MessageQ.20251202.pdf|pdf]]) * Copilot: Shared Memory ([[Media:glibc.SharedMem.20251203.pdf|pdf]]) * Copilot: Semaphore ([[Media:glibc.Semaphore.20251215.pdf|pdf]]) </br> === Socket === * Socket ([[Media:SysP.4.A.Socket.20121122.pdf|pdf]]) </br> == Thread == * POSIX thread (pthread) ([[Media:SysP.9.A.Pthread.20130225.pdf|pdf]]) ==External links== * [http://www.tldp.org/LDP/tlk/tlk.html The Linux Kernel] * [http://www.tldp.org/LDP/lpg/lpg.html The Linux Programmer's Guide] * [http://www.cs.cf.ac.uk/Dave/C/ Programming in C - UNIX System Calls and Subroutines using C.] * [http://www.cs.cmu.edu/afs/cs/academic/class/15492-f07/www/pthreads.html POSIX thread (pthread) libraries] * [https://computing.llnl.gov/tutorials/pthreads/#Thread POSIX Threads Programming] [[Category:Linux]] [[Category:Computer programming]] [[Category:C programming language]] r1c8ym4jcq5y4qwaurnbigzenk5cj98 2817423 2817421 2026-06-30T15:53:19Z Young1lim 21186 /* File System */ 2817423 wikitext text/x-wiki This course belongs to the [[Electrical & Computer Engineering Studies]] == Introduction == * Introduction ([[Media:SysP.Intro.20161128.pdf|pdf]]) == File System == * File System ([[Media:SysP.FileSystem.20251023.pdf|pdf]]) * File Pointer ([[Media:SysP..FilePointer.20161103.pdf|pdf]]) * System Calls ([[Media:SysP.File.SysCall.20161128.pdf|pdf]]) * File IO ([[Media:SysP.FileIO.20251023.pdf|pdf]]) * Copilot: File System ([[Media:glibcFileSystem.20251029-2.pdf|pdf]]) * Copilot: File Buffer ([[Media:glibcFileBuffer.20251025-2.pdf|pdf]]) * Copilot: File IO ([[Media:glibcFileIO.20251025-2.pdf|pdf]]) * Copilot: File Permission ([[Media:glibcFilePerm.20260121.pdf|pdf]]) * Copilot: File Control ([[Media:CP.FileCntl.20260428.pdf|pdf]], [[Media:CP.FileCntl.A.20260630.pdf|A]], [[Media:CP.FileCntl.B.20260504.pdf|B]], [[Media:CP.FileCntl.C.20260501.pdf|C]]) <br> <br> == Process == * Process ([[Media:SysP.Process.20251120.pdf|pdf]]) * Fork ([[Media:SysP.Fork.20251126.pdf|pdf]]) * Copilot: Process Information ([[Media:glibc.Process.1Info.20251101.pdf|pdf]]) * Copilot: Process Control ([[Media:glibc.Process.2Control.20251103.pdf|pdf]]) * Copilot: Process Execution ([[Media:glibc.Proc.3Exec.20251105.pdf|pdf]]) * Copilot: Process Fork ([[Media:glibc.Proc.4Fork.20251106.pdf|pdf]]) * Copilot: Process Context Switching ([[Media:glibc.Proc.5Context.20251107.pdf|pdf]]) * Copilot: Process Exec family of functions ([[Media:glibc.Proc.6ExecCall.20251112.pdf|pdf]]) * Copilot: Process Wait family of functions ([[Media:glibc.Proc.7WaitCall.20251112.pdf|pdf]]) * Copilot: Process Exit ([[Media:glibc.Proc.8Exit.20251113.pdf|pdf]]) </br> == Inter Process Communication== === Signal === * Signal ([[Media:SysP.7.A.Signal.20121206.pdf|pdf]]) * Copilot: Signal 1. Alarm ([[Media:glibc.Signal.Alarm.20251201.pdf|pdf]]) * Copilot: Signal 2. Other Functions ([[Media:glibc.Signal.2Other.20251205.pdf|pdf]]) </br> === Pipe === * Pipe ([[Media:SysP.3.A.IPC.20121115.pdf|pdf]]) * Copilot: Pipe 1. A Special File ([[Media:glibc.Pipe.File.20260307.pdf|pdf]]) </br> === System V IPC === * Message Queue ([[Media:SysP.5.A.MessageQ.20121213.pdf|pdf]]) * Shared Memory ([[Media:SysP.8.A.SharedMem.20121227.pdf|pdf]]) * Semaphore ([[Media:SysP.6.A.Semaphore.20251215.pdf|pdf]]) </br> * Copilot: Message Queue ([[Media:glibc.MessageQ.20251202.pdf|pdf]]) * Copilot: Shared Memory ([[Media:glibc.SharedMem.20251203.pdf|pdf]]) * Copilot: Semaphore ([[Media:glibc.Semaphore.20251215.pdf|pdf]]) </br> === Socket === * Socket ([[Media:SysP.4.A.Socket.20121122.pdf|pdf]]) </br> == Thread == * POSIX thread (pthread) ([[Media:SysP.9.A.Pthread.20130225.pdf|pdf]]) ==External links== * [http://www.tldp.org/LDP/tlk/tlk.html The Linux Kernel] * [http://www.tldp.org/LDP/lpg/lpg.html The Linux Programmer's Guide] * [http://www.cs.cf.ac.uk/Dave/C/ Programming in C - UNIX System Calls and Subroutines using C.] * [http://www.cs.cmu.edu/afs/cs/academic/class/15492-f07/www/pthreads.html POSIX thread (pthread) libraries] * [https://computing.llnl.gov/tutorials/pthreads/#Thread POSIX Threads Programming] [[Category:Linux]] [[Category:Computer programming]] [[Category:C programming language]] hzf8amsxjjb8tjrzasb1odag19sbyfg 0 139384 2817407 2817228 2026-06-30T14:23:51Z Young1lim 21186 /* Adder */ 2817407 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260630.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20260630.pdf|B]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 9yvf0yumrpaz1p493955knwfn80kbn5 0 171005 2817414 2817233 2026-06-30T14:34:59Z Young1lim 21186 /* Geometric Series Examples */ 2817414 wikitext text/x-wiki Many of the functions that arise naturally in mathematics and real world applications can be extended to and regarded as complex functions, meaning the input, as well as the output, can be complex numbers <math>x+iy</math>, where <math>i=\sqrt{-1}</math>, in such a way that it is a more natural object to study. '''Complex analysis''', which used to be known as '''function theory''' or '''theory of functions of a single complex variable''', is a sub-field of analysis that studies such functions (more specifically, '''holomorphic''' functions) on the complex plane, or part (domain) or extension (Riemann surface) thereof. It notably has great importance in number theory, e.g. the [[Riemann zeta function]] (for the distribution of primes) and other <math>L</math>-functions, modular forms, elliptic functions, etc. <blockquote>The shortest path between two truths in the real domain passes through the complex domain. — [[wikipedia:Jacques_Hadamard|Jacques Hadamard]]</blockquote>In a certain sense, the essence of complex functions is captured by the principle of [[analytic continuation]].{{mathematics}} ==''' Complex Functions '''== * Complex Functions ([[Media:CAnal.1.A.CFunction.20140222.Basic.pdf|1.A.pdf]], [[Media:CAnal.1.B.CFunction.20140111.Octave.pdf|1.B.pdf]], [[Media:CAnal.1.C.CFunction.20140111.Extend.pdf|1.C.pdf]]) * Complex Exponential and Logarithm ([[Media:CAnal.5.A.CLog.20131017.pdf|5.A.pdf]], [[Media:CAnal.5.A.Octave.pdf|5.B.pdf]]) * Complex Trigonometric and Hyperbolic ([[Media:CAnal.7.A.CTrigHyper..pdf|7.A.pdf]], [[Media:CAnal.7.A.Octave..pdf|7.B.pdf]]) '''Complex Function Note''' : 1. Exp and Log Function Note ([[Media:ComplexExp.29160721.pdf|H1.pdf]]) : 2. Trig and TrigH Function Note ([[Media:CAnal.Trig-H.29160901.pdf|H1.pdf]]) : 3. Inverse Trig and TrigH Functions Note ([[Media:CAnal.Hyper.29160829.pdf|H1.pdf]]) ==''' Complex Integrals '''== * Complex Integrals ([[Media:CAnal.2.A.CIntegral.20140224.Basic.pdf|2.A.pdf]], [[Media:CAnal.2.B.CIntegral.20140117.Octave.pdf|2.B.pdf]], [[Media:CAnal.2.C.CIntegral.20140117.Extend.pdf|2.C.pdf]]) ==''' Complex Series '''== * Complex Series ([[Media:CPX.Series.20150226.2.Basic.pdf|3.A.pdf]], [[Media:CAnal.3.B.CSeries.20140121.Octave.pdf|3.B.pdf]], [[Media:CAnal.3.C.CSeries.20140303.Extend.pdf|3.C.pdf]]) ==''' Residue Integrals '''== * Residue Integrals ([[Media:CAnal.4.A.Residue.20140227.Basic.pdf|4.A.pdf]], [[Media:CAnal.4.B.pdf|4.B.pdf]], [[Media:CAnal.4.C.Residue.20140423.Extend.pdf|4.C.pdf]]) ==='''Residue Integrals Note'''=== * Laurent Series with the Residue Theorem Note ([[Media:Laurent.1.Residue.20170713.pdf|H1.pdf]]) * Laurent Series with Applications Note ([[Media:Laurent.2.Applications.20170327.pdf|H1.pdf]]) * Laurent Series and the z-Transform Note ([[Media:Laurent.3.z-Trans.20170831.pdf|H1.pdf]]) * Laurent Series as a Geometric Series Note ([[Media:Laurent.4.GSeries.20170802.pdf|H1.pdf]]) === Laurent Series and the z-Transform Example Note === * Overview ([[Media:Laurent.4.z-Example.20170926.pdf|H1.pdf]]) ====Geometric Series Examples==== * Causality ([[Media:Laurent.5.Causality.1.A.20191026n.pdf|A.pdf]], [[Media:Laurent.5.Causality.1.B.20191026.pdf|B.pdf]]) * Time Shift ([[Media:Laurent.5.TimeShift.2.A.20191028.pdf|A.pdf]], [[Media:Laurent.5.TimeShift.2.B.20191029.pdf|B.pdf]]) * Reciprocity ([[Media:Laurent.5.Reciprocity.3A.20191030.pdf|A.pdf]], [[Media:Laurent.5.Reciprocity.3B.20191031.pdf|B.pdf]]) * Combinations ([[Media:Laurent.5.Combination.4A.20200702.pdf|A.pdf]], [[Media:Laurent.5.Combination.4B.20201002.pdf|B.pdf]]) * Properties ([[Media:Laurent.5.Property.5A.20220105.pdf|A.pdf]], [[Media:Laurent.5.Property.5B.20220126.pdf|B.pdf]]) * Permutations ([[Media:Laurent.6.Permutation.6A.20230711.pdf|A.pdf]], [[Media:Laurent.5.Permutation.6B.20251225.pdf|B.pdf]], [[Media:Laurent.5.Permutation.6C.20260630.pdf|C.pdf]], [[Media:Laurent.5.Permutation.6C.20240528.pdf|D.pdf]]) * Applications ([[Media:Laurent.5.Application.6B.20220723.pdf|A.pdf]]) * Double Pole Case :- Examples ([[Media:Laurent.5.DPoleEx.7A.20220722.pdf|A.pdf]], [[Media:Laurent.5.DPoleEx.7B.20220720.pdf|B.pdf]]) :- Properties ([[Media:Laurent.5.DPoleProp.5A.20190226.pdf|A.pdf]], [[Media:Laurent.5.DPoleProp.5B.20190228.pdf|B.pdf]]) ====The Case Examples==== * Example Overview : ([[Media:Laurent.4.Example.0.A.20171208.pdf|0A.pdf]], [[Media:Laurent.6.CaseExample.0.B.20180205.pdf|0B.pdf]]) * Example Case 1 : ([[Media:Laurent.4.Example.1.A.20171107.pdf|1A.pdf]], [[Media:Laurent.4.Example.1.B.20171227.pdf|1B.pdf]]) * Example Case 2 : ([[Media:Laurent.4.Example.2.A.20171107.pdf|2A.pdf]], [[Media:Laurent.4.Example.2.B.20171227.pdf|2B.pdf]]) * Example Case 3 : ([[Media:Laurent.4.Example.3.A.20171017.pdf|3A.pdf]], [[Media:Laurent.4.Example.3.B.20171226.pdf|3B.pdf]]) * Example Case 4 : ([[Media:Laurent.4.Example.4.A.20171017.pdf|4A.pdf]], [[Media:Laurent.4.Example.4.B.20171228.pdf|4B.pdf]]) * Example Summary : ([[Media:Laurent.4.Example.5.A.20171212.pdf|5A.pdf]], [[Media:Laurent.4.Example.5.B.20171230.pdf|5B.pdf]]) ==''' Conformal Mapping '''== * Conformal Mapping ([[Media:CAnal.6.A.Conformal.20131224.pdf|6.A.pdf]], [[Media:CAnal.6.A.Octave..pdf|6.B.pdf]]) go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Complex analysis]] 9grvsqg9epnayav7looesof3fbo69lr 0 263978 2817483 2817130 2026-06-30T23:10:23Z Scogdill 1331941 2817483 wikitext text/x-wiki == Overview == The Dukedom of Abercorn is the last non-royal dukedom created. Queen Victoria created it in 1869. This page includes the Earl of Wicklow, the family of which married into the Abercorn family in 1816 when William Howard, 4th Earl of Wicklow married Lady Cecil Frances Hamilton — the daughter and only child of John Hamilton, 1st Marquess of Abercorn.<ref>{{Cite journal|date=2026-06-24|title=William Howard, 4th Earl of Wicklow|url=https://en.wikipedia.org/w/index.php?title=William_Howard,_4th_Earl_of_Wicklow&oldid=1360966619|journal=Wikipedia|language=en}}</ref> William Howard, 4th Earl of Wicklow was succeeded by his nephew, Charles Howard, 5th Earl of Wicklow (5 November 1839 – 20 June 1881).<ref>{{Cite journal|date=2024-08-26|title=Charles Howard, 5th Earl of Wicklow|url=https://en.wikipedia.org/w/index.php?title=Charles_Howard,_5th_Earl_of_Wicklow&oldid=1242455245|journal=Wikipedia|language=en}}</ref> Also Ralph Howard, 7th Earl of Wicklow married Lady Gladys Mary Hamilton (daughter of the 2nd Duke of Abercorn) in 1902.<ref name=":18">{{Cite journal|date=2025-08-05|title=Cecil Howard, 6th Earl of Wicklow|url=https://en.wikipedia.org/w/index.php?title=Cecil_Howard,_6th_Earl_of_Wicklow&oldid=1304372795|journal=Wikipedia|language=en}}</ref> The National Library of Ireland has papers from Sarah Howard and her children, including Lady Caroline Howard. == Also Known As == *Family name: Hamilton *the Duke of Abercorn **James Hamilton, 1st Duke of Abercorn (10 August 1868 – 31 October 1885)<ref name=":0">"James Hamilton, 1st Duke of Abercorn." {{Cite web|url=http://www.thepeerage.com/p10144.htm#i101433|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> **James Hamilton, 2nd Duke of Abercorn (31 October 1885 – 3 January 1913)<ref name=":12">"James Hamilton, 2nd Duke of Abercorn." {{Cite web|url=http://www.thepeerage.com/p10104.htm#i101033|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> **James Albert Edward Hamilton, 3rd Duke of Abercorn (3 January 1913 – 12 September 1953)<ref name=":13">"James Albert Edward Hamilton, 3rd Duke of Abercorn." {{Cite web|url=http://www.thepeerage.com/p10104.htm#i101031|title=Person Page|website=www.thepeerage.com|access-date=2020-10-09}}</ref> *the Duchess of Abercorn **Louisa Russell Hamilton, Duchess of Abercorn (10 August 1868 – 31 October 1885) **Maria Anna Curzon-Howe Hamilton (31 October 1885 – 3 January 1913) *Dowager Duchess of Hamilton **Louisa Russell Hamilton, Duchess of Abercorn (31 October 1885 – March 1905) **Maria Anna Curzon-Howe Hamilton (3 January 1913 – ) *Subsidiary titles: **Marquess of Hamilton (courtesy title for the heir apparent) ***James Albert Edward Hamilton, 3rd Duke of Abercorn (31 October 1885 – 12 September 1953) **Viscount Strabane (courtesy title for the heir apparent of the Marquess of Hamilton) == Acquaintances, Friends and Enemies == === Friends === *The Royal Family, especially [[Social Victorians/People/Albert Edward, Prince of Wales | Albert Edward, Prince]] and [[Social Victorians/People/Alexandra, Princess of Wales | Alexandra, Princess]] of Wales, in the generation of the 2nd duke. == Timeline == '''1832 October 25''', James Hamilton and Louisa Russell married at Gordon Castle, Fochabers, Morayshire, in Scotland.<ref name=":0" /> '''1854 May 23''', Beatrix Frances Hamilton and George Frederick D'Arcy Lambton married.<ref>"Lady Beatrix Frances Hamilton." {{Cite web|url=http://www.thepeerage.com/p1147.htm#i11470|title=Person Page|website=www.thepeerage.com|access-date=2020-10-09}}</ref> '''1855 April 10''', Harriet Georgiana Louisa Hamilton and Thomas George Anson married.<ref name=":2">"Lady Harriett Georgiana Louisa Hamilton." {{Cite web|url=http://www.thepeerage.com/p1034.htm#i10332|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> '''1858 October 26''', Katherine Elizabeth Hamilton and William Henry Edgcumbe married.<ref>"Lady Katherine Elizabeth Hamilton." {{Cite web|url=http://www.thepeerage.com/p1135.htm#i11344|title=Person Page|website=www.thepeerage.com|access-date=2020-10-09}}</ref> '''1859 November 22''', Louisa Jane Hamilton and William Montagu Douglass Scott married.<ref>"Lady Louisa Jane Hamilton." {{Cite web|url=http://www.thepeerage.com/p10359.htm#i103583|title=Person Page|website=www.thepeerage.com|access-date=2020-10-09}}</ref> '''1868''', the title the Duke of Abercorn was created.<ref>{{Cite journal|date=2020-07-06|title=James Hamilton, 1st Duke of Abercorn|url=https://en.wikipedia.org/w/index.php?title=James_Hamilton,_1st_Duke_of_Abercorn&oldid=966293304|journal=Wikipedia|language=en}}</ref> '''1869 January 7''', James Hamilton (2nd Duke) and Maria Anna Curzon-Howe married at St. George's Church, St. George Street, Hanover Square, in London.<ref name=":3">"Lady Mary Anna Curzon." {{Cite web|url=http://www.thepeerage.com/p10104.htm#i101034|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> '''1869 November 8''', there may have been a double wedding: Albertha Frances Anne Hamilton and George Charles Spencer-Churchill married<ref name=":8">"Lady Albertha Frances Anne Hamilton." {{Cite web|url=http://www.thepeerage.com/p10595.htm#i105942|title=Person Page|website=www.thepeerage.com|access-date=2020-10-09}}</ref>, and Maud Evelyn Hamilton and Henry Petty-Fitzmaurice married<ref name=":1">"Lady Maud Evelyn Hamilton." {{Cite web|url=http://www.thepeerage.com/p1163.htm#i11629|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref>. '''1871 November 28''', George Francis Hamilton and Maud Caroline Lascelles married.<ref name=":6">"Rt. Hon. Lord Sir George Francis Hamilton." {{Cite web|url=http://www.thepeerage.com/p1133.htm#i11323|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> '''1874 December 15, Tuesday''', the Right Hon. Sir Michael and Lady Lucy Hicks-Beach hosted a dinner in the Chief Secretary's Lodge, suggesting that this social event might have had a political purpose. Mr. LeFanu cannot be the Irish writer Sheridan Le Fanu, who died 7 February 1873.<ref>{{Cite journal|date=2026-06-28|title=Sheridan Le Fanu|url=https://en.wikipedia.org/w/index.php?title=Sheridan_Le_Fanu&oldid=1361491348|journal=Wikipedia|language=en}}</ref> Perhaps this LeFanu is a relation, a son or brother?<blockquote>THE CHIEF SECRETARY’S LODGE. The Right Hon. Sir Michael and Lady Lucy Hicks-Beach entertained the following at dinner on Tuesday evening at the Chief Secretary’s Lodge: — Sir Dominic Corrlgan, Sir Arthur and Lady Olive Guinness, Lady Mary Fortescue, the Hon. Mrs. Howard and Lady Caroline Howard, Mr. and Mrs. Percy Bernard, Colonel Henry, R.A., and Mrs. Henry; Mr. Donnelly. C.B., and Mrs. Donnelly; Mr., Mrs., and Miss lsaac; Mr. LeFanu, Colonel Forster, Colonel Hillier, and Mr. Caulfield.<ref>"Fashionable Intelligence." ''Cork Constitution'' 17 December 1874, Thursday: 4 [of 4; n.p. in print], Col. 1a [of 8]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001648/18741217/099/0004. Print title: ''The Cork Constitution''.</ref></blockquote>'''1876 March 23''', Cecil Howard, 6th Earl of Wicklow and Francesca Maria Chamberlayne married.<ref name=":18" /> '''1877 July 28, Saturday''', Lady Caroline Howard is listed as one of the guests at Merton Lodge in Lincombe Hill Road Middle, Torquay. Other guests listed are Miss Kelly, Mrs. Frank Webber, Miss Tottenham and Miss Colley.<ref>"49. Lincombe Hill Road. Middle." "Torquay Directory." ''Torquay Times and South Devon Advertiser'' 28 July 1877, Saturday: 2 [of 8, both print and digital], Col. 3c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0001420/18770728/039/0002.</ref> '''1878 July 20''', Claud John Hamilton and Carolina Chandos-Pole married.<ref name=":5">"Lord Claud John Hamilton." {{Cite web|url=http://www.thepeerage.com/p11067.htm#i110662|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> '''1880 June 2''', Cecil Howard, 6th Earl of Wicklow and Fanny Catherine Wingfield married.<ref name=":18" /> '''1881 October 22, Saturday''', Lady Caroline Howard is listed as one of the visitors staying at the Crown Hotel "during the past week." The visitors listed are the following:<blockquote>Mr. Thomas Barber, Doctor and Mrs. Ayerst, Miss Noyce, Dr. Wilks, Mr. Nightingale, Mr. and Mrs. J. Hill, Lady Caroline Howard, the Hon. Mrs. Ross, Mr. Masters, Mr. Richardson and friend, Mr. Simpson, Mr. Wilson, &c.<ref>"Lyndhurst, Oct. 22." ''Hampshire Advertiser'' 22 October 1881, Saturday: 7 [of 8, both print and digital], Col. 2c [of 6]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000495/18811022/049/0007. Print title: ''Hampshire Advertiser County Newspaper''.</ref></blockquote>'''1882 March 16''', Georgiana Susan Hamilton and Edward Turnour married.<ref>"Lady Georgiana Susan Hamilton." {{Cite web|url=http://www.thepeerage.com/p1180.htm#i11791|title=Person Page|website=www.thepeerage.com|access-date=2020-10-09}}</ref> '''1883 November 20''', the marriage between Albertha Frances Anne Hamilton Spencer-Churchill and George Charles Spencer-Churchill was annulled by petition from Albertha Frances Anne Hamilton Spencer-Churchill (married in 1869).<ref name=":8" /> '''1891 June 2''', Ernest William Hamilton and Pamela Campbell married.<ref name=":7">"Pamela Campbell." {{Cite web|url=http://www.thepeerage.com/p2107.htm#i21063|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> '''1894 April 10''', Fanny Catherine Wingfield Howard, Dowager 6th Countess of Wicklow married her 2nd husband, Marcus Francis Beresford.<ref name=":18" /> '''1894 November 1''', James Albert Edward Hamilton and Rosaline Cecilia Caroline Bingham married at St. Paul's Church, Knightsbridge, in London.<ref name=":14">"Lady Rosalind Cecilia Caroline Bingham." {{Cite web|url=https://www.thepeerage.com/p10104.htm#i101032|title=Person Page|website=www.thepeerage.com|access-date=2021-05-15}}</ref> '''1895 July 13 to August 7''', the general election of 1895. Following the election, the brother-in-law of Cecil Howard, 6th Earl of Wicklow's (brother of his first wife Francesca Chamberlayne) was unseated because of allegations of misconduct.<ref>{{Cite journal|date=2026-02-27|title=Thomas Chamberlayne (cricketer)|url=https://en.wikipedia.org/w/index.php?title=Thomas_Chamberlayne_(cricketer)&oldid=1340809770|journal=Wikipedia|language=en}}</ref> '''1897 June 28, Monday''', according to the ''Morning Post'', James Hamilton, 2nd Duke and Maria, Duchess of Abercorn were invited to the [[Social Victorians/Diamond Jubilee Garden Party|Queen's Garden Party]], the official end of the Diamond Jubilee celebrations in London, as were James Albert Edward Hamilton, Marquis and Rosaline, Marchioness of Hamilton.<ref>“The Queen’s Garden Party.” ''Morning Post'' 29 June 1897, Tuesday: 4 [of 12], Cols. 1a–7c [of 7] and 5, Col. 1a–c. ''British Newspaper Archive'' ''<nowiki>https://www.britishnewspaperarchive.co.uk/viewer/BL/0000174/18970629/032/0004</nowiki>'' and ''<nowiki>https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970629/032/0005</nowiki>''.</ref> '''1897 July 2, Friday''', Alexandra Phyllis Hamilton attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House, as did her uncle Lord Frederick Spencer Hamilton, the Marquess of Hamilton, and a Mr. Ronald Hamilton. Besides these, probably, a Mr. and Mrs. Hamilton also attended. '''1902''', Ralph Howard, 7th Earl of Wicklow and Lady Gladys Mary Hamilton married. (She was the daughter of James Hamilton, 2nd Duke of Abercorn.)<ref name=":18" /> '''1902 January 14''', Gladys Mary Hamilton and Ralph Francis Forward-Howard married.<ref>"Lady Gladys Mary Hamilton." {{Cite web|url=http://www.thepeerage.com/p2107.htm#i21066|title=Person Page|website=www.thepeerage.com|access-date=2020-10-09}}</ref> '''1933 July 11''', Claud Nigel Hamilton and Violet Ruby Ashton married.<ref name=":4">"Captain Lord Sir Claud Nigel Hamilton." {{Cite web|url=http://www.thepeerage.com/p2109.htm#i21081|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> == Costume at the Duchess of Devonshire's 2 July 1897 Fancy-dress Ball == [[File:Helen-Mary-Theresa-ne-Vane-Tempest-Stewart-Countess-of-Ilchester-when-Lady-Helen-Stewart-as-the-Archduchess-Marie-Christine-of-Austria.jpg|thumb|alt=Black-and-white photograph of a seated woman richly dressed in an historical costume with a white feather plume in her hair and a fan|Lady Helen Stewart as Arch-duchess Marie Christine of Austria. ©National Portrait Gallery, London.]] === Lady Alexandra Hamilton === Lady Alexandra Hamilton was one of the archduchesses — along with with 3 or 4 other young women — in [[Social Victorians/People/Londonderry#The Entourage of Maria Thérèse|the entourage of the Marchioness of Londonderry]], who led the Austrian procession as Marie Thérèse, Empress of the Holy Roman Empire.<ref>“The Ball at Devonshire House. Magnificent Spectacle. Description of the Dresses.” London ''Evening Standard'' 3 July 1897 Saturday: 3 [of 12], Cols. 1a–5b [of 7]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000183/18970703/015/0004.</ref>{{rp|p. 3, Col. 3a}} These young women were present at the ball as the daughters of Marie Thérèse, and the young men dressed as archdukes were present as her sons. Lady Alexandra Hamilton went as "Archduchess Marie-Josepha in the Archduchess Marie-Karoline and Emperor Joseph II section of the Austrian Court of Maria Theresa Quadrille."<ref name=":9">"Fancy Dress Ball at Devonshire House." ''Morning Post'' Saturday 3 July 1897: 7 [of 12], Col. 4a–8 Col. 2b. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000174/18970703/054/0007.</ref>{{rp|p. 7, Col. 6b}} <ref name=":10">"Ball at Devonshire House." The ''Times'' Saturday 3 July 1897: 12, Cols. 1a–4c ''The Times Digital Archive''. Web. 28 Nov. 2015.</ref> The newspapers report that the archduchesses were all dressed alike, but only one photograph exists of any of these young women in costume — that of [[Social Victorians/People/Londonderry#Helen Mary Theresa Vane-Tempest-Stewart|Helen Mary Theresa Vane-Tempest-Stewart]] (which is shown, right). The newspaper descriptions are on her page, with her portrait in costume, but they apply to all the archduchesses. === Lord Frederick Hamilton === [[File:Lord Frederick Spencer Hamilton Vanity Fair 1895-02-07.jpg|thumb|left|alt=Colored drawing of a man in a suit, his hands in his pockets, facing to the right|Lord Frederick Hamilton, ''Vanity Fair'', by "Spy," 7 February 1895]] Lord Frederick Spencer Hamilton was 6th son and 13th child of the 1st Duke of Abercorn. No photograph of him in costume exists. He is shown (at left) as he looked in 7 February 1895 in a Spy caricature in ''Vanity Fair''. This caricature portrait, by Leslie Ward ("Spy") is called ''The Pall Mall Magazine'' and is Number 647 in Vanity Fair's "Statesmen" series.<ref name=":16">{{Cite journal|date=2024-01-14|title=List of Vanity Fair (British magazine) caricatures (1895–1899)|url=https://en.wikipedia.org/w/index.php?title=List_of_Vanity_Fair_(British_magazine)_caricatures_(1895%E2%80%931899)&oldid=1195518024|journal=Wikipedia|language=en}}</ref> He was editor of the ''Pall Mall Gazette'' 1896–1900.<ref>{{Cite journal|date=2023-09-23|title=Lord Frederick Spencer Hamilton|url=https://en.wikipedia.org/w/index.php?title=Lord_Frederick_Spencer_Hamilton&oldid=1176655264|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/Lord_Frederick_Spencer_Hamilton.</ref> For the ball, Lord Frederick Hamilton was dressed *as a "gentleman of the Court of Queen Elizabeth," wearing "crimson cloth of gold with jewelled belt."<ref name=":15">“The Duchess of Devonshire’s Ball.” The ''Gentlewoman'' 10 July 1897 Saturday: 32–42 [of 76], Cols. 1a–3c [of 3]. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0003340/18970710/155/0032.</ref>{{rp|p. 36, Col. 3b}} *as a "Gentleman of the Court of Queen Elizabeth. Costume of crimson and cloth of g [sic] with jewelled belt."<ref name=":9" />{{rp|p. 8, Col. 1b}} *"in crimson cloth of gold and jeweled belt."<ref>"Duchess of Devonshire's Fancy Ball. A Brilliant Spectacle. Some of the Dresses." London ''Daily News'' Saturday 3 July 1897: 5 [of 10], Col. 6a–6, Col. 1b. ''British Newspaper Archive'' http://www.britishnewspaperarchive.co.uk/viewer/bl/0000051/18970703/024/0005 and http://www.britishnewspaperarchive.co.uk/viewer/BL/0000051/18970703/024/0006.</ref>{{rp|p. 5, Col. 7a}} *"as a gentleman of the court of Queen Elizabeth, was dressed in a costume of crimson cloth-of-gold, with a jewelled belt."<ref name=":11">“The Devonshire House Ball. A Brilliant Gathering.” The ''Pall Mall Gazette'' 3 July 1897, Saturday: 7 [of 10], Col. 2a–3a. ''British Newspaper Archive'' https://www.britishnewspaperarchive.co.uk/viewer/bl/0000098/18970703/019/0007.</ref> ==== Memoirs ==== * Hamilton, Frederic [sic] Spencer. ''My Yesterdays'' (3 vols.). Hodder and Stoughton, 1920. *# ''The Days Before Yesterday''. The Internet Archive has this: https://archive.org/details/daysbeforeyester00hamiuoft/page/n5/mode/2up. *# ''Vanished Pomps of Yesterday''. The Internet Archive has this: https://archive.org/details/vanishedpompsofy028823mbp. *# ''Here, There and Everywhere''. The Internet Archive has this: https://archive.org/details/herethereeverywh0000hami. [[File:James Hamilton 3rd Duke of Abercorn.png|thumb|alt=Old colored drawing of a man in a 19th-century officer's uniform of the 1st Life Guards with white gloves, a red stripe down the side of his pants and unbuttoned jacket and a hat, holding a white or silver sword under his left arm, facing 1/4 to his right|"He will be the 3rd Duke" (James Hamilton, Marquis of Hamilton), ''Vanity Fair'' 16 February 1899]] === James Hamilton, Marquess of Hamilton === James Hamilton, Marquis of Hamilton was dressed in a "black velvet tunic; breeches and cloak trimmed jet; large hat, feathers, wig, sword, &c., of the period" of Charles II.<ref name=":15" />{{rp|34, Col. 3a}} No photograph of him in costume exists. A caricature portrait (right) called ''He will be the 3rd Duke'' (James Hamilton, Marquess of Hamilton) by "Hadge" appeared in the 16 February 1899 issue of ''Vanity Fair'', as Number 739 in its "Men of the Day" series,<ref name=":16" /> giving a sense of what he looked like at about the time of the ball. In 1892 Hamilton joined the 1st Life Guards, so the uniform he is wearing in this portrait is likely that of an officer of the 1st Life Guards.<ref>{{Cite journal|date=2024-01-12|title=James Hamilton, 3rd Duke of Abercorn|url=https://en.wikipedia.org/w/index.php?title=James_Hamilton,_3rd_Duke_of_Abercorn&oldid=1195216640|journal=Wikipedia|language=en}} https://en.wikipedia.org/wiki/James_Hamilton,_3rd_Duke_of_Abercorn.</ref> James Hamilton's wife Lady Rosalind Hamilton is not reported as having been present at the ball, perhaps because she was pregnant with her second child and gave birth in August, five weeks later, so she was around 8 months pregnant. === Ronald Hamilton === Mr. Ronald Hamilton, possibly Ronald James Hamilton, was dressed as a "Gentleman of the Court of Queen Elizabeth, in black velvet trimmed with jet."<ref name=":9" />{{rp|p. 8, Col. 1c}} == Demographics == *Nationality: the title Duke of Abercorn is in the peerage of Ireland; the Marquess of Hamilton is in the peerage of the U.K. == Family == *James Hamilton, 1st Duke of Abercorn (21 January 1811 – 31 October 1885)<ref name=":0" /> *Louisa Russell Hamilton (– March 1905) #Lady '''Harriet Georgiana Louisa Hamilton''' Anson (6 July 1834 – 23 April 1913) #Lady Beatrix Frances Hamilton Lambton (21 July 1835 – 21 January 1871) #Lady Louisa Jane Hamilton Scott (26 August 1836 – 16 March 1912) #Lord '''James Hamilton, 2nd Duke of Abercorn''' (24 August 1838 – 3 January 1913) #Lady Katherine Elizabeth Hamilton Edgcumbe (9 January 1840 – 3 September 1874) #Lady Georgiana Susan Hamilton Turnour (7 July 1841 – 23 March 1913) #Lord '''Claud John Hamilton''' (20 February 1843 – 26 January 1925) #Rt. Hon. Lord Sir '''George Francis Hamilton''' (17 December 1845 – 22 September 1927) #Lady Albertha Frances Anne Hamilton Spencer-Churchill (29 July 1847 – 7 January 1932) #Lord Ronald Douglas Hamilton (17 March 1849 – DVP<ref>{{Cite journal|date=2020-07-27|title=James Hamilton, 2nd Duke of Abercorn|url=https://en.wikipedia.org/w/index.php?title=James_Hamilton,_2nd_Duke_of_Abercorn&oldid=969822724|journal=Wikipedia|language=en}}</ref> 6 November 1867) #Lady Maud Evelyn Hamilton Petty-Fitzmaurice, the [[Social Victorians/People/Lansdowne | Marchioness of Lansdowne]] (17 December 1850 – 21 October 1932)<ref name=":1" /> #Lord Cosmo Hamilton (16 April 1853 – 16 April 1853) #Lord '''Frederick Spencer Hamilton''' (13 October 1856 – 11 August 1928) #Lord '''Ernest William Hamilton''' (5 September 1858 – 14 December 1939) *Harriet Georgiana Louisa Hamilton Anson (6 July 1834 – 23 April 1913)<ref name=":2" /> *Thomas George Anson, 2nd Earl of Lichfield (15 August 1825 – 7 January 1892) #Lady Evelyn Anson ( – 2 July 1895) #Thomas Francis Anson, 3rd Earl of Lichfield (31 January 1856 – 29 July 1918) #Hon. Sir George Augustus Anson (22 December 1857 – 25 May 1947) #Major Hon. Henry James Anson (29 December 1858 – 26 February 1904) #Lady Florence Beatrice Anson (1860 – 25 September 1946) #Hon. Frederic William Anson (4 February 1862 – 2 April 1917) #Hon. Claud Anson (11 January 1864 – 25 December 1947) #Lady Beatrice Anson (1865 – 15 December 1919) #Hon. Francis Anson (7 March 1867 – 13 April 1928) #Lady Mary Maud Anson (1869 – 22 September 1961) #Lady Edith Anson (1870 – 8 October 1932) #Hon. William Anson (19 April 1872 – 22 June 1926) #Hon. Alfred Anson (15 April 1876 – 25 March 1944) *James Hamilton, 2nd Duke of Abercorn (24 August 1838 – 3 January 1913)<ref name=":12" /> *Maria Anna Curzon-Howe Hamilton (23 July 1848 – 10 May 1929)<ref name=":3" /> #James Albert Edward Hamilton, 3rd Duke of Abercorn (30 November 1869 – 12 September 1953) #Claud Penn Alexander Hamilton (18 October 1871 – 18 October 1871) #Charlie Hamilton (10 April 1874 – 10 April 1874) #'''Alexandra Phyllis Hamilton''' (23 January 1876 – 10 October 1918) #Claud Francis Hamilton (25 October 1878 – 25 December 1878) #Gladys Mary Hamilton Forward-Howard (10 December 1880 – 12 March 1917) #Arthur John Hamilton (20 August 1883 – 6 November 1914) #(unnamed son) Hamilton (31 October 1886 – 31 October 1886) #Claud Nigel Hamilton (10 November 1889 – 22 August 1975)<ref name=":4" /> * '''James Albert Edward Hamilton''', Marquess of Hamilton and 3rd Duke of Abercorn (30 November 1869 – 12 September 1953)<ref name=":13" /> * Lady Rosalind Cecilia Caroline Bingham (26 February 1869 – 18 January 1958)<ref name=":14" /> *# Lady Mary Cecilia Rhodesia Hamilton (21 January 1896 – 5 September 1984) *# Lady Cynthia Elinor Beatrix Hamilton (16 August 1897 – 4 December 1972) *# Lady Katharine Hamilton (25 February 1900 – 28 April 1985) *# James Edward Hamilton, 4th Duke of Abercorn (29 February 1904 – 4 June 1979) *# Captain Lord Claud David Hamilton (13 February 1907 – 15 February 1968) *Claud John Hamilton (20 February 1843 – 26 January 1925)<ref name=":5" /> *Carolina Chandos-Pole Hamilton (19 July 1857 – 21 September 1911)<ref>"Carolina Chandos-Pole." {{Cite web|url=http://www.thepeerage.com/p11067.htm#i110663|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> #Colonel Gilbert Claud Hamilton (21 April 1879 – 30 March 1943) #Ida Hamilton (23 July 1883 – November 1970) *George Francis Hamilton (17 December 1845 – 22 September 1927)<ref name=":6" /> *Lady Maud Caroline Lascelles Hamilton (1846 – 14 April 1938) #'''Ronald James Hamilton''' (26 September 1872 – 22 January 1958) #Anthony George Hamilton (17 December 1874 – 11 July 1936) #Robert Cecil Hamilton (31 January 1882 – 31 July 1947) *Ernest William Hamilton (5 September 1858 – 14 December 1939)<ref>"Lord Ernest William Hamilton." {{Cite web|url=http://www.thepeerage.com/p2107.htm#i21062|title=Person Page|website=www.thepeerage.com|access-date=2020-10-08}}</ref> *Pamela Campbell Hamilton ( – 11 May 1931)<ref name=":7" /> #Guy Ernest Frederick Hamilton (11 November 1894 – 23 November 1914) #Mary Brenda Hamilton (28 March 1897 – 14 March 1985) #Jean Barbara Hamilton (6 September 1898 – 2 November 1989) #John George Peter Hamilton (15 October 1900 – 17 June 1967) === Earls of Wicklow === * Charles Hamilton (1772 – 29 September 1857)<ref>{{Cite web|url=https://www.thepeerage.com/p2139.htm#i21387|title=Charles Hamilton. Person Page #2139|website=www.thepeerage.com|access-date=2026-06-19}}</ref> * Marianne '''Caroline Tighe''' ( – 29 July 1861)<ref>{{Cite web|url=https://www.thepeerage.com/p62375.htm#i623745|title=Marianne Caroline Tighe. Person Page #62375|website=www.thepeerage.com|access-date=2026-06-19}}</ref> *# '''Sarah Hamilton''' (1805<ref name=":17" /> – 13 March 1892) *# Caroline Elizabeth Hamilton ( – 31 May 1909) *# Mary Hamilton *# Charles William Hamilton (1 April 1802 – 16 February 1880) *# William Tighe Hamilton (31 March 1807 – ) *# Frederick John Henry Fownes Hamilton (27 July 1816 – 1893) * Rev. Hon. Francis Howard (12 January 1797 – 16 February 1857)<ref>{{Cite web|url=https://www.thepeerage.com/p2140.htm#i21391|title=Rev. Hon. Francis Howard. Person Page #2140|website=www.thepeerage.com|access-date=2026-06-19}}</ref> * Frances Beresford ( – 17 November 1833)<ref>{{Cite web|url=https://www.thepeerage.com/p3227.htm#i32266|title=Frances Beresford. Person Page #3227|website=www.thepeerage.com|access-date=2026-06-19}}</ref> *# William George Howard (25 April 1825 – 12 October 1864) * '''Sarah Hamilton''' (1805<ref name=":17">{{Cite web|url=https://catalogue.nli.ie/Collection/vtls000572704|title=Tighe, Hamilton and Howard Papers,|date=1737|website=catalogue.nli.ie|language=English|access-date=2026-06-19}}</ref> – 13 March 1892)<ref>{{Cite web|url=https://www.thepeerage.com/p2141.htm#i21405|title=Sarah Hamilton. Person Page #2141|website=www.thepeerage.com|access-date=2026-06-19}}</ref> *# 4 unnamed daughters [per The Peerage; The NLI has 3 daughters] *# Lady Alice Howard *# Lady Louisa 'Loulie' Howard *# Lady Caroline Howard (1836–1923)<ref name=":17" /> *# Charles Francis Arnold Howard, '''5th Earl of Wicklow''' (5 November 1839 – 20 June 1881) *# Cecil Ralph Howard, '''6th Earl of Wicklow''' (26 April 1842 – 24 July 1891) * Cecil Ralph Howard, '''6th Earl of Wicklow''' (26 April 1842 – 24 July 1891)<ref name=":18" /> * Francesca Maria Chamberlayne ( – 1877) *# Ralph Howard, 7th Earl of Wicklow (24 December 1877 – 11 October 1946)<ref>{{Cite web|url=https://www.thepeerage.com/p2140.htm#i21394|title=Cecil Ralph Howard, 6th Earl of Wicklow. Person Page 2140.|website=www.thepeerage.com|access-date=2026-06-28}}</ref> * Fanny Catherine Wingfield (c. 1860 – 3 February 1914)<ref>{{Cite web|url=https://www.thepeerage.com/p2139.htm#i21388|title=Fanny Catherine Wingfield. Person Page 2139.|website=www.thepeerage.com|access-date=2026-06-28}}</ref> *# Hon. Cecil Mervyn Malcolm Howard (18 November 1881 – 16 April 1882) *# Hon. Hugh Melville Howard (28 March 1883 – 17 February 1919) * Marcus Francis Beresford (26 December 1862 – 14 December 1896)<ref>{{Cite web|url=https://www.thepeerage.com/p3186.htm#i31858|title=Marcus Francis Beresford. Person Page #3186.|website=www.thepeerage.com|access-date=2026-06-28}}</ref> == Memoirs and Archives == # The Abercorn Papers: GB 0255 PRONI/D623 (found via https://iar.ie/archive/abercorn-papers). A descriptive list is available to search online at: http://www.proni.gov.uk/. The collection is arranged as follows: D623/A Correspondence D623/B Title deeds and leases D623/C Rentals, accounts and vouchers D623/D Maps, plans, surveys, inventories and valuations D623/E Photographs, illuminations, addresses and albums D623/F Material still at Baronscourt D623/G Miscellaneous #Alexandra Phyllis Hamilton (#64 on the [[Social Victorians/1897 Fancy Dress Ball#List of People Who Attended|list of people who were present]]) attended the [[Social Victorians/1897 Fancy Dress Ball | Duchess of Devonshire's fancy-dress ball]] at Devonshire House, as did her uncle Lord Frederick Spencer Hamilton (#84), the Marquess of Hamilton (#657), and a Mr. Ronald Hamilton (#105). Besides these, probably, a Mr. and Mrs. Hamilton also attended. == Questions and Notes == #DVP = decessit vita patris, died while the father was still living #Mr. Ronald Hamilton cannot be Frederick Hamilton's brother, who should be Lord Ronald Hamilton rather than Mr. Ronald Hamilton, and he died in 1867. He could be this Ronald Hamilton, who would be a Mr. Hamilton: http://www.thepeerage.com/p2163.htm#i21622. He was Lady Alexandra's cousin and nephew of the 1st Duke of Abercorn. #A Mr. Hamilton is mentioned in the ''Gentlewoman'' article: "Mr. Hamilton (Elizabethan costume), black velvet, trimmed gold."<ref name=":15" />{{rp|34, Col. 1c}} But a later reference in this same article to Mr. Ronald Hamilton matches the description in the ''Morning Post'' article, saying he wore black velvet with jet, rather than gold trim: "'''Mr. Ronald Hamilton''' (gentleman of the Court of Queen Elizabeth), black velvet with jet."<ref name=":15" /> (36, Col. 3b) I believe the other Mr. Hamilton is Mr. [[Social Victorians/People/Cole-Hamilton|Claud Cole-Hamilton]], particularly since Mrs. Hamilton was dressed as Amy Robsart and thus must be Lucy Charlewood Cole-Hamilton because of the description of her costume in the Album of photographs given to the Duchess of Devonshire later. #Claud John Hamilton is probably who attended the social events, because the other Claud, of whatever generation either died too young or was born too late. == Footnotes == {{reflist}} 893nnipp9pzrcv8vozu2c1qbbhpktgp 0 282475 2817497 2740428 2026-07-01T09:38:12Z ThaniosAkro 2805358 /* Two Conic Sections */ 2817497 wikitext text/x-wiki The quartic function is the bridge between the cubic function and more advanced functions such as the quintic and sextic. =Objective= {{RoundBoxTop|theme=3}} [[file:Books-aj.svg_aj_ashton_01f.png|right|100px]] * Present quartic function and quartic equation. * Introduce the concept of roots of equal absolute value. * Show how to predict and calculate equal roots, techniques that will be useful when applied to higher order functions. * Simplify the depressed quartic. * Show that the quartic equation is effectively solved when at least one root is known. * Present the "resolvent" cubic function. * Show how to derive and use the quartic formula. {{RoundBoxBottom}} =Lesson= {{RoundBoxTop|theme=2}} ==Introduction== The quartic function is the sum of powers of <math>x</math> from <math>0</math> through <math>4</math>: <math>y = f(x) = ax^4 + bx^3 + cx^2 + dx^1 + ex^0</math> usually written as: <math>y = f(x) = ax^4 + bx^3 + cx^2 + dx + e.</math> If <math>e == 0</math> the function becomes <math>x(ax^3 + bx^2 + cx + d).</math> Within this page we'll say that: * both coefficients <math>a, e</math> must be non-zero, * coefficient <math>a</math> must be positive (simply for our convenience), * all coefficients must be real numbers, accepting that the function may contain complex roots. The quartic equation is the quartic function equated to zero: <math>ax^4 + bx^3 + cx^2 + dx + e = 0</math>. Roots of the function are values of <math>x</math> that satisfy the quartic equation. {{RoundBoxTop|theme=1}} Because the function is "quartic" (maximum power of <math>x</math> is <math>4</math>), the function contains exactly <math>4</math> roots, an even number of complex roots and an even number of real roots. Other combinations of real and complex roots are possible, but they produce complex coefficients. {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} [[File:0312quartic01a.png|thumb|400px|'''Graph of typical quartic function showing minima and maximum.''']] The figure shows a typical quartic function. The function crosses the <math>X</math> axis in 4 different places. The function has 4 roots: <math>(-2,0), (1,0), (5,0), (10,0).</math> This function contains one local minimum, one local maximum and one absolute minimum. There is no absolute maximum. Because the function contains one absolute minimum: * If abs(<math>x</math>) is very large, <math>f(x)</math> is always positive. * If absolute minimum is above <math>X</math> axis, curve does not cross <math>X</math> axis and function contains only complex roots. * There is always at least one point where the curve is parallel to <math>X</math> axis. The curve is never parallel to the <math>Y</math> axis. For any real value of <math>x</math> there is always a real value of <math>y.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} [[File:0312quartic02.png|thumb|400px|'''When coefficient d is missing, there is a stationary point at x = 0.''']] If coefficient <math>d</math> is missing, the quartic function becomes <math>y = ax^4 + bx^3 + cx^2 + e,</math> and <math>y' = 4ax^3 + 3bx^2 + 2cx = x(4ax^2 + 3bx + 2c).</math> For a stationary point <math>y' = x(4ax^2 + 3bx + 2c) = 0.</math> When coefficient <math>d</math> is missing, there is always a stationary point at <math>x = 0.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} [[File:0319quartic02.png|thumb|400px|'''Graph of quartic function that is quadratic in <math>x^2</math>.'''</br>Because coefficient <math>d</math> is missing, there is a stationary point where <math>x = 0.</math>]] If coefficients <math>b, d</math> are missing, the quartic function becomes a quadratic in <math>x^2.</math> The curve (red line) in diagram has equation: <math>y = f(x) = \frac{x^4 - 13x^2 + 36}{5}</math> The quartic equation may be solved as: <math>X^2 - 13X + 36 = 0</math> where <math>X = x^2</math> or <math>x = \sqrt{X}.</math> <math>X = 4</math> or <math>X = 9.</math> <math>x = \pm 2</math> or <math>x = \pm 3.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=1}} [[File:0312quartic03.png|thumb|400px| ]] The quartic function may be expressed as <math>x = ay^4 + by^3 + cy^2 + dy + e.</math> Unless otherwise noted, references to "quartic function" on this page refer to function of form <math>y = ax^4 + bx^3 + cx^2 + dx + e.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} [[File:0318quartic01.png|thumb|400px|'''Graph of quartic function with coefficient a negative.'''</br>There is no absolute minimum.]] Coefficient <math>a</math> may be negative as shown in diagram. As <code>abs</code><math>(x)</math> increases, the value of <math>f(x)</math> is dominated by the term <math>-ax^4.</math> When <code>abs</code><math>(x)</math> is very large, <math>f(x)</math> is always negative. Unless stated otherwise, any reference to "quartic function" on this page will assume coefficient <math>a</math> positive. {{RoundBoxBottom}} {{RoundBoxTop|theme=1}} [[File:0502quartic01.png|thumb|400px|'''Graph of quartic function with coefficient b missing.''' </br> Sum of roots is <math>0.</math> </br> <math>Y</math>axis compressed for clarity. ]] When sum of roots is <math>0,</math> coefficient <math>b = 0.</math> In the diagram, roots of <math>f(x)</math> are <math>-5, -4, 2, 7.</math> Sum of roots <math>= 0.</math> Therefore coefficient <math>b = 0.</math> {{RoundBoxBottom}} ==Function as product of linear function and cubic== {{RoundBoxTop|theme=3}} [[File:0313quartic01.png|thumb|400px|'''Graphs of quartic function and associated cubic function.''']] When <math>p</math> is a root of the function, the function may be expressed as: <math>(x - p)( Ax^3 + Bx^2 + Cx + D )</math> where <math>A = a;\ B = Ap + b;\ C = Bp + c;\ D = Cp + d.</math> When one real root <math>p</math> is known, the other three roots may be calculated as roots of the cubic function <math>Ax^3 + Bx^2 + Cx + D.</math> In the diagram the quartic function has equation: <math>y = \frac{ x^4 - 23x^3 + 163x^2 - 393x + 252 }{ 48 }.</math> It is known that <math>3</math> is a root of this function. The associated cubic has equation: <math>y = \frac { x^3 - 20x^2 + 103x - 84} { 48 }</math> The 2 curves coincide at points <math>(1, 0),\ (7, 0),\ (12, 0),</math> the three points that are roots of both functions. <math></math> {{RoundBoxBottom}} ==Function defined by 5 points== {{RoundBoxTop|theme=2}} [[File:0313quartic02.png|thumb|400px|'''Figure 1. Quartic function defined by 5 points''' </br>Any 5 points on the curve may be used to define the function.]] Because the quartic function contains 5 coefficients, 5 simultaneous equations are needed to define the function. See Figure 1. The quartic function may be defined by any 5 unique points on the curve. For example, let us choose the five points: <math>(-5,0), (-2,0), (1,0), (3,-6), (6,2)</math> Rearrange the standard quartic function to prepare for the calculation of <math>a,b,c,d,e:</math> <math>x^4 a + x^3 b + x^2 c + x d + 1e - y = 0.</math> For function <code>solveMbyN</code> see [[Solving_simultaneous_equations#Solving_M_by_(M+1) | "Solving simultaneous equations" ]]. {{RoundBoxTop|theme=3}} <syntaxhighlight lang=python> # python code points = (-5,0), (-2,0), (1,0), (3,-6), (6,2) L11 = [] for point in points : x,y = point L11 += [[x*x*x*x, x*x*x, x*x, x, 1, -y]] print (L11) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> [[ 625.0, -125.0, 25.0, -5.0, 1.0, 0.0], # [ 16.0, -8.0, 4.0, -2.0, 1.0, 0.0], # [ 1.0, 1.0, 1.0, 1.0, 1.0, 0.0], # matrix supplied to function solveMbyN() below. [ 81.0, 27.0, 9.0, 3.0, 1.0, 6.0], # 5 rows by 6 columns. [1296.0, 216.0, 36.0, 6.0, 1.0, -2.0]] # </syntaxhighlight> {{RoundBoxBottom}} <syntaxhighlight lang=python> # python code output = solveMbyN(L11) print (output) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> # 5 coefficients a, b, c, d, e: (0.02651515151515152, 0.004545454545454542, -0.847727272727273, -0.728787878787879, 1.5454545454545459) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} Quartic function defined by the 5 points <math>(-5,0), (-2,0), (1,0), (3,-6), (6,2)</math> is <math>y = \frac{0.875 x^4 + 0.15 x^3 - 27.975 x^2 - 24.05 x + 51}{33}.</math> {{RoundBoxBottom}} ==Function defined by 3 points and 2 slopes== {{RoundBoxTop|theme=2}} [[File:0314quartic03.png|thumb|400px|'''Figure 1. Quartic function defined by 3 points and 2 slopes.''' </br>Any 3 points on the curve and the slopes at any 2 of these points may be used to define the function.</br></br>Slope at <math>(-2, -2)\ =</math> slope at <math>(6, -4)\ =\ 0.</math>]] Because the quartic function contains 5 coefficients, 5 simultaneous equations are needed to define the function. See Figure 1. The quartic function may be defined by any 3 unique points on the curve and the slopes at any 2 of these points. For example, let us choose the three points: <math>(-2, -2), (6, -4), (4, 1)</math> At point <math>(-2, -2)</math> slope is <math>0.</math> At point <math>(6, -4)</math> slope is <math>0.</math> Rearrange the standard quartic function to prepare for the calculation of <math>a,b,c,d,e:</math> <math>x^4 a + x^3 b + x^2 c + x d + 1e - y = 0.</math> Rearrange the standard cubic function of slope to prepare for the calculation of <math>a,b,c,d,e:</math> <math> 4 x^3 a + 3 x^2 b + 2 x c + 1 d + 0 e - s = 0.</math> For function <code>solveMbyN</code> see [[Solving_simultaneous_equations#Solving_M_by_(M+1) | "Solving simultaneous equations" ]]. {{RoundBoxTop|theme=3}} <syntaxhighlight lang=python> # python code def makeEntry(input) : x,y,s = ( tuple(input) + (None,) )[:3] L1 = [] if s != None : L2 = [ float(v) for v in [4*x*x*x, 3*x*x, 2*x, 1, 0, -s] ] L1 += [ L2 ] L2 = [ float(v) for v in [x*x*x*x, x*x*x, x*x, x, 1, -y]] L1 += [ L2 ] return L1 t1 = ( (-2,-2, 0), # point (-2, -2) with slope 0. (6,-4, 0), # point (6, -4) with slope 0. (4,1), # point (4, 1) ) L1 = [] for v in t1 : L1 += makeEntry ( v ) print (L1) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> [[ -32.0, 12.0, -4.0, 1.0, 0.0, 0.0], # [ 16.0, -8.0, 4.0, -2.0, 1.0, 2.0], # [ 864.0, 108.0, 12.0, 1.0, 0.0, 0.0], # matrix supplied to function solveMbyN() below. [1296.0, 216.0, 36.0, 6.0, 1.0, 4.0], # 5 rows by 6 columns. [ 256.0, 64.0, 16.0, 4.0, 1.0, -1.0]]. # </syntaxhighlight> {{RoundBoxBottom}} <syntaxhighlight lang=python> # python code output = solveMbyN(L1) print (output) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> # 5 coefficients a, b, c, d, e: (0.03255208333333339, -0.2526041666666665, -0.3072916666666667, 2.84375, 2.375) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} Quartic function defined by three points and two slopes is: <math>y = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> ===Associated cubic functions=== {{RoundBoxTop|theme=3}} ====When p == -2==== {{RoundBoxTop|theme=1}} [[File:0314_2curves01.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = -2.''' </br>In this case roots of associated cubic include x = p.]] Quartic function is: <math>y = f(x) = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == -2,</math> associated cubic function is : <math>y = g(x) = \frac{ 1.5625 x^3 - 15.25 x^2 + 15.75 x + 105 } {48}.</math> Three blue vertical lines show 3 values of <math>x</math> where <math>g(x) = 0</math> and <math>f(x) = f(-2)</math> In this case roots of <math>g(x)</math> include <math>x = p.</math> {{RoundBoxBottom}} ====When p == 5==== {{RoundBoxTop|theme=1}} [[File:0314_2curves02.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = 5.''' </br>In this case the one root of associated cubic excludes x = p.]] Quartic function is: <math>y = f(x) = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == 5,</math> associated cubic function is : <math>y = g(x) = \frac{ 1.5625 x^3 - 4.3125 x^2 - 36.3125 x - 45.0625 } {48}.</math> Two blue vertical lines show 2 values of <math>x</math> where <math>f(x) = f(5)</math> In this case the one root of <math>g(x)</math> excludes <math>x = p.</math> {{RoundBoxBottom}} ====When p == 6==== {{RoundBoxTop|theme=1}} [[File:0315_2curves01.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = 6.''' </br>In this case the one root of associated cubic includes x = p.]] Quartic function is: <math>y = f(x) </math><math>= \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == 6,</math> associated cubic function is: <math>y = g(x) </math><math>= \frac{ 1.5625 x^3 - 2.75 x^2 - 31.25 x - 51 } {48}.</math> One blue vertical line shows 1 value of <math>x</math> where <math>f(x) = f(6)</math> In this case the one root of <math>g(x)</math> includes <math>x = p.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} ==Examples== {{RoundBoxTop|theme=2}} ===Quartic with 2 stationary points=== {{RoundBoxTop|theme=1}} [[File:0315_2statPoints02.png|thumb|400px|'''Graph of quartic function with 2 stationary points.''']] In the diagram the red line represents quartic function <math>y = f(x) = 4(x^4 + 3x^3 + 3x^2 + x) - 1.</math> The grey line <math>g(x)</math> is the first derivative of <math>f(x).</math> The 2 roots of <math>g(x),\ -1</math> and <math>\frac{-1}{4}</math> show that <math>f(x)</math> has stationary points at <math>x = -1</math> and <math>x = -0.25.</math> {{RoundBoxBottom}} ===Quartic with 1 stationary point=== {{RoundBoxTop|theme=1}} [[File:0315_1statPoint.png|thumb|400px|'''Graph of quartic function with 1 stationary point.''']] In the diagram the red line represents quartic function <math>y = f(x) = \frac{x^4 + 3x^3 + 3x^2 + 3x}{2}</math> The grey line <math>g(x)</math> is the first derivative of <math>f(x).</math> The 1 root of <math>g(x),\ -1.607</math> (approx.), shows that <math>f(x)</math> has 1 stationary point where <math>g(x) = 0.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =First and second derivatives= {{RoundBoxTop|theme=1}} ==Points of inflection== {{RoundBoxTop|theme=2}} [[File:0317_3curves01.png|thumb|400px|'''Graphs of quartic function and first two derivatives.'''</br>Dotted portion of black line shows where f(x) is always concave down.</br>Dotted portion of red line shows where g(x) is decreasing.</br>Dotted portion of blue line shows where h(x) is negative.</br>When h(x) is negative, f(x) is concave down.</br>When h(x) is positive, f(x) is concave up.]] In the diagram the black line has equation: <math>y = f(x) = \frac{x^4 - 16x^3 + 42x^2 + 12x + 4}{144}.</math> The first derivative, the red line, has equation: <math>y' = g(x) = \frac{x^3 - 12x^2 + 21x + 3}{36}.</math> The second derivative, the blue line, has equation: <math>y'' = h(x) = \frac{x^2 - 8x + 7}{12}.</math> When <math>x < x_1:</math> * <math>y'</math> is increasing. * <math>y''</math> is positive. * <math>f(x)</math> is always concave up. When <math>x == x_1:</math> * <math>y'</math> is at a local maximum. * <math>y'' = 0.</math> * Concavity of <math>f(x)</math> is between up and down. When <math>x_1 < x < x_2:</math> * <math>y'</math> is decreasing. * <math>y''</math> is negative. * <math>f(x)</math> is always concave down. When <math>x == x_2:</math> * <math>y'</math> is at a local minimum. * <math>y'' = 0.</math> * Concavity of <math>f(x)</math> is between down and up. When <math>x_2 < x:</math> * <math>y'</math> is increasing. * <math>y''</math> is positive. * <math>f(x)</math> is always concave up. {{RoundBoxTop|theme=1}} The roots of <math>h(x): x_1 = 1, x_2 = 7.</math> Let point <math>p_1</math> on <math>f(x)</math> have coordinates <math>(x_1, f(x_1)).</math> Let point <math>p_2</math> on <math>f(x)</math> have coordinates <math>(x_2, f(x_2)).</math> At point <math>p_1</math> concavity of <math>f(x)</math> changes from up to down. At point <math>p_2</math> concavity of <math>f(x)</math> changes from down to up. The points <math>p_1, p_2</math> (the <math>X</math> coordinates of which are roots of <math>h(x)</math>) are the '''points of inflection''' of <math>f(x).</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Maxima and minima== {{RoundBoxTop|theme=2}} [[File:0317_3curves03.png|thumb|400px|'''Graphs of quartic function and first two derivatives showing maximum and minima.'''</br> Point <math>p_{2}</math> on <math>f(x)</math> is a stationary point. <math>f(x)</math> at point <math>p_{2}</math> is concave down. Point <math>p_{2}</math> is local maximum. </br> Point <math>p_{1}</math> on <math>f(x)</math> is a stationary point. <math>f(x)</math> at point <math>p_{1}</math> is concave up. Point <math>p_{1}</math> is local minimum. </br> Similarly, point <math>p_{3}</math> is local minimum. ]] In the diagram the black line has equation: <math>y = f(x) = \frac{1.5625x^4 - 12.125x^3 - 14.75x^2 + 136.5x + 114}{48}.</math> The first derivative, the red line, has equation: <math>y' = g(x) = \frac{6.25x^3 - 36.375x^2 - 29.5x + 136.5}{48}.</math> The second derivative, the blue line, has equation: <math>y'' = h(x) = \frac{18.75x^2 - 72.75x - 29.5}{48}.</math> Roots of <math>g(x):\ x_1 = -2;\ x_2 = 1.82;\ x_3 = 6.</math> Let point <math>p_1</math> on <math>f(x)</math> have coordinates <math>(x_1, f(x_1)).</math> At <math>x_1\ h(x_1)</math> is positive. Point <math>p_1</math> is a stationary point and <math>f(x)</math> at <math>p_1</math> is concave up. Point <math>p_1</math> is a local minimum. Let point <math>p_2</math> on <math>f(x)</math> have coordinates <math>(x_2, f(x_2)).</math> At <math>x_2\ h(x_2)</math> is negative. Point <math>p_2</math> is a stationary point and <math>f(x)</math> at <math>p_2</math> is concave down. Point <math>p_2</math> is a local maximum. Let point <math>p_3</math> on <math>f(x)</math> have coordinates <math>(x_3, f(x_3)).</math> At <math>x_3\ h(x_3)</math> is positive. Point <math>p_3</math> is a stationary point and <math>f(x)</math> at <math>p_3</math> is concave up. Point <math>p_3</math> is a local minimum. {{RoundBoxBottom}} ==Quartic with 2 stationary points== {{RoundBoxTop|theme=3}} [[File:0318_3curves01.png|thumb|400px|'''Graph of quartic function with 2 stationary points and first 2 derivatives.''' </br> Black line: <math>y = f(x) = 4(x^4 + 3x^3 + 3x^2 + x) - 1.</math> </br> Red line: <math>y' = g(x) = 4(4x^3 + 9x^2 + 6x + 1).</math> </br> <math>y'' = h(x) = 4(12x^2 + 18x + 6)</math> </br> Blue line: <math>y'' = 4(2x^2 + 3x + 1) = \frac{h(x)}{6}.</math> </br> Dotted portion of black line shows where <math>f(x)</math> is concave down. ]] In the diagram, point <math>p_1</math> on <math>f(x)</math> has coordinates <math>(x_1, f(x_1)).</math> Similarly, points <math>p_2, p_3</math> have coordinates <math>(x_2, f(x_2)),\ (x_3, f(x_3)).</math> <math>y'</math> has roots: <math>x_1 = -1;\ x_3 = -0.25.</math> Points <math>p_1, p_3</math> are stationary points. <math>y''</math> has roots: <math>x_1 = -1;\ x_2 = -0.5.</math> Points <math>p_1, p_2</math> are points of inflection. At point <math>p_3\ y''</math> is positive. <math>f(x)</math> at <math>p_3</math> is concave up. Point <math>p_3</math> is local minimum. {{RoundBoxTop|theme=2}} Summary: * Point <math>p_1</math> is both stationary point and point of inflection. * Point <math>p_2</math> is point of inflection. * Point <math>p_3</math> is both stationary point and local minimum. {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =The simplest quartic function= {{RoundBoxTop|theme=2}} [[File:0320quartic01.png|thumb|400px|'''Graph of simplest quartic function.''' </br> Point <math>p_1\ (-1.1, 0)</math> is a root of <math>f(x).</math> </br> Point <math>p_2\ (1.1, 0)</math> is a root of <math>f(x).</math> </br> Point <math>p_0\ (0, -1.1^4)</math> is <math>Y</math> intercept of <math>f(x).</math> ]] The simplest quartic function has coefficients <math>b = c = d = 0.</math> Red line in diagram has equation: <math>y = f(x) = x^4 - 1.1^4</math> First derivative (not shown) of <math>f(x):\ y' = g(x) = 4x^3.</math> When <math>x == 0,\ g(x) = 0.</math> There is a stationary point on <math>f(x)</math> when <math>x == 0,</math> point <math>p_0.</math> Second derivative (not shown) of <math>f(x):\ y'' = h(x) = 12x^2.</math> When <math>x == 0,\ h(x) = 0.</math> There is a point of inflection on <math>f(x)</math> when <math>x == 0.</math> For every non-zero value of <math>x,\ h(x)</math> is positive. To left and right of point <math>p_0,\ f(x)</math> is always concave up. Point <math>p_0</math> is both local minimum and absolute minimum. * Point <math>p_0</math> is stationary point and point of inflection and absolute minimum. Curve <math>f(x)</math> is useful for finding the fourth root of a real number. Solve: <math>x = N^{\frac{1}{4}}.</math> <math>x^4 = N.</math> <math>x^4 - N = 0.</math> This is equivalent to finding a root of function <math>y = j(x) = x^4 - N.</math> If you use Newton's method to find a root of <math>j(x),</math> this would be more efficient than solving <math>x = \sqrt{\sqrt{N}}.</math> {{RoundBoxBottom}} =Roots of equal absolute value= {{RoundBoxTop|theme=1}} The standard quartic function: <math>y = ax^4 + bx^3 + cx^2 + dx + e\ \dots\ (1)</math> For <math>x</math> in <math>(1)</math> substitute <math>(p+q).</math> Call this <math>(2).</math> For <math>x</math> in <math>(1)</math> substitute <math>(p-q).</math> Call this <math>(3).</math> Combine <math>(2)</math> and <math>(3)</math> to eliminate <math>q</math> and produce an equation in <math>p:</math> <math>(- 64aaa)pppppp+</math> <math>(- 96aab)ppppp+</math> <math>(- 32aac - 48abb)pppp+</math> <math>(- 32abc - 8bbb)ppp+</math> <math>(+ 16aae - 4abd - 4acc - 8bbc)pp+</math> <math>(+ 8abe - 2bbd - 2bcc)p+</math> <math>(+ add + bbe - bcd)\ =\ 0\ \dots\ (4).</math> We are interested in coefficient <math>0</math> of <math>(4):\ c_0 = add + bbe - bcd.</math> If <math>c_0 == 0,\ p=0</math> is a solution and function <math>(1)</math> has 2 roots of form <math>0 \pm q</math> where <math>q = \sqrt{\frac{-d}{b}}.</math> An example: {{RoundBoxTop|theme=3}} [[File:0320quartic02.png|thumb|400px|'''Graph of quartic function with 2 roots of equal absolute value.''' ]] In the diagram the red line has equation: <math>y = f(x) = \frac{x^4 - 12x^3 + 31x^2 + 48x -140}{45}.</math> <math>a,b,c,d,e = 1,-12,31,48,-140</math> <math>c_0 = add + bbe - bcd </math><math>= 1(48)(48) + (-12)(-12)(-140) - (-12)(31)(48) = 0.</math> <math>f(x)</math> has roots of equal absolute value. <math>q = \sqrt{\frac{-d}{b}} = \sqrt{\frac{-48}{-12}} = \sqrt{4} = \pm 2.</math> The 2 roots of equal absolute value are: <math>2, -2.</math> {{RoundBoxBottom}} The method works with complex roots of equal absolute value: {{RoundBoxTop|theme=2}} [[File:0320quartic03.png|thumb|400px|'''Graph of quartic function with 2 complex roots of equal absolute value.''' ]] In the diagram the red line has equation: <math>y = f(x) = \frac{x^4 - 3x^3 - x^2 - 27x - 90}{50}.</math> <math>a,b,c,d,e = 1,-3,-1,-27,-90</math> <math>c_0 = 0.</math> <math>f(x)</math> has roots of equal absolute value. <math>q = \sqrt{\frac{-d}{b}} = \sqrt{\frac{-(-27)}{-3}} = \sqrt{-9} = \pm 3i.</math> The 2 roots of equal absolute value are: <math>3i, -3i.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Equal roots= {{RoundBoxTop|theme=2}} Equal roots occur when the function and the slope of the function both equal zero. <math>ax^4 + bx^3 + cx^2 + dx + e = 0\ \dots\ (1)</math> <math>4ax^3 + 3bx^2 + 2cx + d = 0\ \dots\ (2)</math> Begin the process of reducing <math>(1),\ (2)</math> to linear functions. Combine <math>(1),\ (2)</math> to produce 2 cubic functions: <math>Fx^3 + Gx^2 + Hx + J\ \dots\ (1a)</math> where: <math>F = ad;\ G = bd - 4ae;\ H = cd - 3be;\ J = dd - 2ce.</math> <math>fx^3 + gx^2 + hx + j\ \dots\ (2a)</math> where: <math>f = 4a;\ g = 3b;\ h = 2c;\ j = d.</math> Combine <math>(1a),\ (2a)</math> to produce 2 quadratic functions: <math>Kx^2 + Lx + M\ \dots\ (1b)</math> where: <math>K = Gf -Fg;\ L = Hf -Fh;\ M = Jf - Fj.</math> <math>kx^2 + lx + m\ \dots\ (2b)</math> where: <math>k = Fj - Jf;\ l = Gj - Jg;\ m = Hj - Jh.</math> Combine <math>(1b),\ (2b)</math> to produce 2 linear functions: <math>Rx + S\ \dots\ (1c)</math> where: <math>R = Lk - Kl;\ S = Mk - Km.</math> <math>rx + s\ \dots\ (2c)</math> where: <math>r = Km-Mk;\ s = Lm - Ml.</math> From <math>(1c):\ x_1 = \frac{-S}{R}</math> From <math>(2c):\ x_2 = \frac{-s}{r}</math> If <math>x_1 == x_2:</math> <math>\frac{-S}{R} = \frac{-s}{r}</math> <math>Rs = rS</math> <math>Rs - Sr = 0.</math> The value <math>Rs - Sr</math> is in fact: <syntaxhighlight> + 2048aaaaacddeeee - 768aaaaaddddeee - 1536aaaabcdddeee + 576aaaabdddddee - 1024aaaacccddeee + 1536aaaaccddddee - 648aaaacdddddde + 81aaaadddddddd + 1152aaabbccddeee - 480aaabbcddddee + 18aaabbdddddde - 640aaabcccdddee + 384aaabccddddde - 54aaabcddddddd + 128aaacccccddee - 80aaaccccdddde + 12aaacccdddddd - 216aabbbbcddeee + 81aabbbbddddee + 144aabbbccdddee - 86aabbbcddddde + 12aabbbddddddd - 32aabbccccddee + 20aabbcccdddde - 3aabbccdddddd </syntaxhighlight> which, by removing values <math>aa, d</math><math>d</math> (common to all values), may be reduced to: <syntaxhighlight> status = ( + 2048aaaceeee - 768aaaddeee - 1536aabcdeee + 576aabdddee - 1024aaccceee + 1536aaccddee - 648aacdddde + 81aadddddd + 1152abbcceee - 480abbcddee + 18abbdddde - 640abcccdee + 384abccddde - 54abcddddd + 128acccccee - 80accccdde + 12acccdddd - 216bbbbceee + 81bbbbddee + 144bbbccdee - 86bbbcddde + 12bbbddddd - 32bbccccee + 20bbcccdde - 3bbccdddd ) </syntaxhighlight> If <math>status == 0,</math> there are at least 2 equal roots which may be calculated as shown below. {{RoundBoxTop|theme=2}} If coefficient <math>d</math> is non-zero, it is not necessary to calculate <math>status.</math> If coefficient <math>d == 0,</math> verify that <math>status = 0</math> before proceeding. {{RoundBoxBottom}} ==No equal roots== {{RoundBoxTop|theme=1}} [[File:0320quartic03.png|thumb|400px|'''Graph of quartic function with no equal roots.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 3x^3 - x^2 - 27x - 90}{50}</math> <math>a,b,c,d,e = 1, -3, -1, -27, -90</math> <math>R, S = 15269148, -35977608</math> <math>x_1 = \frac{-S}{R} = \frac{35977608}{15269148} = 2.3562289133617\dots</math> <math>r, s = 35977608, -60634332</math> <math>x_2 = \frac{-s}{r} = \frac{60634332}{35977608} = 1.685335278543253\dots</math> <math>x_1 != x_2.</math> There are no equal roots. {{RoundBoxBottom}} ==Exactly 2 equal roots== {{RoundBoxTop|theme=1}} [[File:0329quartic04.png|thumb|400px|'''Graph of quartic function with exactly 2 equal roots.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 + 6x^3 - 48x^2 - 182x + 735}{100}</math> <math>a,b,c,d,e = 1, 6, -48, -182, 735</math> <math>R, S = -1027353600, -7191475200</math> <math>x_1 = \frac{-S}{R} = \frac{7191475200}{-1027353600} = -7</math> <math>r, s = 7191475200, 50340326400</math> <math>x_2 = \frac{-s}{r} = \frac{-50340326400}{7191475200} = -7</math> <math>x_1 = x_2 = -7.</math> There are 2 equal roots at <math>x = -7.</math> {{RoundBoxTop|theme=2}} The following 3 graphs show the steps that lead to calculation of equal roots at point <math>(-7, 0).</math> <gallery> File:0914quartic00.png|<small>Figure 1. graph of <math>f(x)</math> and 2 associated cubic functions.</small> File:0914quartic01.png|<small>Figure 2. graph of <math>f(x)</math> and 2 associated quadratic functions.</small> File:0914quartic02.png|<small>Figure 3. graph of <math>f(x)</math> and 2 associated linear functions.</small> </gallery> In all graphs, all curves have a common root at point <math>(-7, 0).</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=4}} See [[Quartic_function#Function_as_product_of_linear_function_and_cubic | "Function as product of linear function and cubic"]] above. To calculate all roots: <syntaxhighlight lang=python> # python code. a,b,c,d,e = 1,6,-48,-182,735 # The associated cubic: p = -7 A = a B = A*p + b C = B*p + c D = C*P + d # The associated quadratic: a1 = A b1 = a1*p + B c1 = b1*p + C a1,b1,c1 </syntaxhighlight> <syntaxhighlight> (1, -8, 15) </syntaxhighlight> Roots of quadratic function <math>g(x) = x^2 - 8x + 15</math> are <math>3, 5.</math> All roots of <math>f(x)</math> are <math>-7, -7, 3, 5.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Exactly 3 equal roots== {{RoundBoxTop|theme=1}} [[File:0320_2curves01.png|thumb|400px|'''Graph of quartic function with exactly 3 equal roots and corresponding quadratic.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 2x^3 - 36x^2 + 162x - 189}{100}</math> <math>a,b,c,d,e = 1, -2, -36, 162, -189</math> <math>R, S = 0, 0\ \dots\dots\ (1c)</math> <math>r, s = 0, 0\ \dots\dots\ (2c)</math> In this case the calculation of <math>x_1, x_2</math> is not appropriate because there are more than 2 equal roots. Try equations <math>(1b), (2b).</math> Both of these are equivalent to: <math>y = g(x) = x^2 - 6x + 9,</math> blue line in diagram. Discriminant of <math>g(x) = (-6)^2 - 4(1)(9) = 0.\ g(x)</math> has two equal roots at <math>x = \frac{-(-6)}{2(1)} = 3.</math> Therefore <math>f(x)</math> has 3 equal roots at <math>x = 3.</math> {{RoundBoxBottom}} ==Four equal roots== {{RoundBoxTop|theme=1}} [[File:0321_2curves01.png|thumb|400px|'''Graph of quartic function with 4 equal roots and corresponding cubic.''' </br> <math>g(x) = \frac{f'(x)}{4}.</math> ]] Red line in diagram is of function: <math>y = f(x) = x^4 - 20x^3 + 150x^2 - 500x + 625.</math> <math>a,b,c,d,e = 1, -20, 150, -500, 625</math> <math>R, S = 0, 0</math> <math>r, s = 0, 0</math> <math>K, L, M = 0, 0, 0</math> <math>k, l, m = 0, 0, 0</math> In this case <math>(1b), (2b), (1c), (2c)</math> are all null. This is the only case in which <math>(1b), (2b)</math> are null. <math>(1a), (2a)</math> are both equivalent to: <math>y = g(x) = x^3 - 15x^2 + 75x - 125,</math> blue line in diagram. <math>g(x)</math> has one root at <math>x = 5.</math> Therefore <math>f(x)</math> has 4 equal roots at <math>x = 5.</math> {{RoundBoxBottom}} ==Two pairs of equal roots== {{RoundBoxTop|theme=1}} [[File:0321_2curves02.png|thumb|400px|'''Graph of quartic function with 2 pairs of equal roots and corresponding quadratic.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 6x^3 - 11x^2 + 60x + 100}{20}.</math> <math>a,b,c,d,e = 1, -6, -11, 60, 100</math> <math>R, S = 0, 0</math> <math>r, s = 0, 0</math> In this case <math>(1c), (2c)</math> are both null. <math>(1b), (2b)</math> are both equivalent to: <math>y = g(x) = \frac{x^2 - 3x - 10}{20},</math> blue line in diagram. <math>g(x)</math> has one root at <math>x = -2</math> and one root at <math>x = 5.</math> Therefore <math>f(x)</math> has 2 equal roots at <math>x = -2</math> and 2 equal roots at <math>x = 5.</math> {{RoundBoxTop|theme=2}} [[File:0408_2curves02.png|thumb|400px|'''Graph of quartic function with 2 pairs of equal, complex roots and corresponding quadratic.''' </br> <math>g(x) = (x-(3-2i))(x-(3+2i)) = x^2 - 6x + 13.</math> </br> <math>f(x) = (g(x))^2.</math> ]] This method is valid for complex roots. For example: <math>y = f(x) = x^4 - 12x^3 + 62x^2 - 156x + 169.</math> <math>a,b,c,d,e = 1,-12,62,-156,169.</math> In this case <math>(1c),\ (2c)</math> are both null. <math>(1b),\ (2b)</math> are both equivalent to: <math>y = g(x) = x^2 - 6x + 13,</math> blue line in diagram. Roots of <math>g(x)</math> are <math>3 \pm 2i.</math> <math>f(x)</math> has 2 roots equal to <math>3 + 2i</math> and 2 roots equal to <math>3 - 2i.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Summmary== {{RoundBoxTop|theme=1}} {| class="wikitable" |- ! || No equal roots !! 2 equal roots !! 3 equal roots !! 4 equal roots !! 2 pairs of equal roots |- | Cubic: 1(a), 2(a) | different | different | different | same | different |- | Quadratic: 1(b), 2(b) | different | different | same, 1root | null | same, 2roots |- | Linear: 1(c), 2(c) | different | same | null | null | null |} {{RoundBoxBottom}} ==Caution== {{RoundBoxTop|theme=4}} [[File:0915quartic02.png|thumb|400px| Calculation of false equal roots.</br> In this example, method calculates 2 legitimate equal roots at <math>(4, 0)</math> and 2 false equal roots at <math>(7.543296089385474,0).</math> <math></math> ]] Black line in diagram has equation: <math>y = f(x) = 0.012684240362811794x^4</math> <math> -\ 0.19522392290249435x^3 </math> <math> +\ 0.7654478458049887x^2 + 0x - 3. </math> <math>f(x)</math> is a quartic function with exactly 2 equal roots and coefficient <math>d</math> missing. Calculation of equal roots of <math>f(x)</math> gives linear functions <math>(1c), (2c)</math> null and quadratic functions <math>(1b), (2b)</math> with equal roots of <math> (4,0), (7.543296089385474,0). </math> Usually, this indicates that <math>f(x)</math> should have 2 equal roots at <math>(4,0)</math> and 2 equal roots at <math>(7.543296089385474,0).</math> It is obvious that <math>7.543296089385474</math> is not a root of <math>f(x).</math> When <math>x = 7.543296089385474,</math> slope of derivative <math>g(x) = 0.</math> Value of <math>f(x)\ != 0.</math> This example indicates that it would be wise to verify that calculated equal roots are in fact valid roots of <math>f(x).</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Depressed quartic= {{RoundBoxTop|theme=1}} A depressed quartic is any quartic function with any one or more of coefficients <math>b,c,d</math> missing. Within this section a depressed quartic has coefficient <math>b</math> missing. To produce the depressed quartic: <math>y = ax^4 + bx^3 + cx^2 + dx + e\ \dots\ (1)</math> <math>y = \frac{(4^4 a^3)(ax^4 + bx^3 + cx^2 + dx + e)}{4^4 a^3}\ \dots\ (2)</math> Let <math>x = \frac{-b + t}{4a}.</math> Substitute in <math>(2),</math> expand and simplify: <math>y = \frac{t^4 + At^2 + Bt + C}{4^4a^3}\ \dots\ (3)</math> where: <math>A = 16ac - 6b^2</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> When equated to <math>0,\ (3)</math> becomes the depressed equation: <math>t^4 + At^2 + Bt + C = 0\ \dots\ (4).</math> Be prepared for the possibility that any 1 or more of <math>A, B, C</math> may be zero. ==Coefficient B missing== {{RoundBoxTop|theme=2}} [[File:0322_3curves01.png|thumb|400px|'''Graph of quartic function that resembles a quadratic.''' ]] If coefficient <math>B == 0,\ (4)</math> becomes a quadratic in <math>t^2:</math> <math>t^4 + At^2 + C = 0.</math> <math>(1)</math> has the appearance of a quadratic. The black line: <math>y = f(x) = \frac{x^4 - 4x^3 + 9x^2 - 10x + 5}{10}</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>= 8( 8(-10) - 4(-4)(9) + -64 )</math> <math>= 8(-80 + 144 - 64)</math> <math>= 8(0) = 0.</math> The red line: <math>y' = g(x) = \frac{4x^3 - 12x^2 + 18x - 10}{10}</math> <math>y' = g(x) = 0</math> where <math>x = 1.</math> The grey line: <math>y'' = h(x) = \frac{12x^2 - 24x + 18}{10}</math> * Absolute minima of <math>f(x)</math> and of <math>h(x)</math> and point of inflection of <math>g(x)</math> occur where <math>x = \frac{-b}{4} = 1.</math> * <math>y''</math> is always positive. <math>f(x)</math> is always concave up. * <math>f(1 + p) = f(1-p).</math> {{RoundBoxTop|theme=3}} If <math>(1)</math> contains 2 pairs of equal roots, coefficient <math>B = 0.</math> The converse is not necessarily true. If <math>(1)</math> contains 4 equal roots, coefficients <math>A = B = C = 0.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Coefficient C missing== {{RoundBoxTop|theme=2}} [[File:0501quartic01.png|thumb|400px|'''Graph of quartic function with coefficient C of depressed function missing.''' </br> <math>Y</math> axis compressed for clarity. ]] If coefficient <math>C == 0,\ (4)</math> becomes: <math>t^4 + At^2 + Bt = t(t^3 + At + B) = 0</math> in which case <math>t = 0</math> is a solution and <math>x = \frac{-b}{4a}</math> is a root of <math>(1).</math> Curve (red line) in example has equation: <math>y = f(x) = 8x^4 + 16x^3 + 24x^2 + 89x + 40.</math> Coefficients of depressed function are: <syntaxhighlight lang=python> # python code a,b,c,d,e = 8, 16, 24, 89, 40 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b A,B,C </syntaxhighlight> <syntaxhighlight> (1536, 299008, 0) </syntaxhighlight> Coefficient <math>C</math> of depressed function is missing. <math>t = 0</math> is a solution. Using <math>x = \frac{-b + t}{4a},</math> one root of <math>f(x) = \frac{-16 + 0}{4(8)} = -0.5.</math> {{RoundBoxBottom}} ==Resolvent cubic== {{RoundBoxTop|theme=1}} This section introduces a special cubic function called "resolvent" because it helps to resolve a requirement, the calculation of the roots of the quartic. The depressed quartic: <math>t^4 + At^2 + Bt + C\ \dots\ (1)</math> For <math>t</math> substitute <math>(u+v)\ \dots\ (2)</math> For <math>t</math> substitute <math>(u-v)\ \dots\ (3)</math> <math>(2)+(3):\ 2Auu + 2Avv + 2Bu + 2C + 2uuuu + 12uuvv + 2vvvv\ \dots\ (4)</math> Simplify <math>(4):\ Auu + AV + Bu + C + uuuu + 6uuV + VV\ \dots\ (4a)</math> <math>(2)-(3):\ 4Auv + 2Bv + 8uuuv + 8uvvv\ \dots\ (5)</math> Simplify <math>(5):\ 2Au + B + 4uuu + 4uV\ \dots\ (5a)</math> From <math>(5a):\ 4uV = -(2Au + B + 4uuu)\ \dots\ (5b)</math> <math>(4a)*4u4u:\ 4u4uAuu + A4u(4uV) + 4u4uBu + 4u4uC + 4u4uuuuu + 6uu4u(4uV) + (4uV)(4uV)\ \dots\ (6)</math> In <math>(6)</math> replace <math>4uV</math> with <math>(-(2Au + B + 4uuu)),</math> expand, simplify, gather like terms and result is: <math>Pu^6 + Qu^4 + Ru^2 + S</math> or {{RoundBoxTop|theme=2}} <math>PU^3 + QU^2 + RU + S\ \dots\ (7)</math> where: <math>U = u^2</math> <math>P = 64</math> <math>Q = 32A</math> <math>R = 4A^2 - 16C</math> <math>S = -B^2</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} From <math>(5b):\ V = v^2 = \frac{-(2Au + B + 4uuu)}{4u} = -(\frac{A}{2} + U) - \frac{B}{4u}\ \dots\ (8)</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Some simple changes reduce the number of calculations and also the sizes of coefficients <math>P, Q, R, S.</math> <math>A2 = 8ac - 3b^2</math> where <math>A2 = \frac{A}{2}</math> <math>B4 = 16a^2 d - 8abc + 2b^3</math> where <math>B4 = \frac{B}{4}</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> Then: <math>P = 64</math> <math>Q = 32(A2)(2) = 64A2</math> <math>R = 4(A2)(2)(A2)(2) - 16C = 16A2^2 - 16C</math> <math>S = -(B4)(4)(B4)(4) = -16 B4^2</math> Divide all 4 coefficients by <math>16:</math> <math>P = 4</math> <math>Q = 4A2</math> <math>R = A2^2 - C</math> <math>S = -B4^2</math> <math>V = v^2 = -(A2 + U) - \frac{B4}{u}.</math> A close examination of coefficients <math>R, S</math> shows that both coefficients are always exactly divisible by <math>4.</math> Therefore, all four coefficients may be defined as follows: <math>P = 1</math> <math>Q = A2</math> <math>R = \frac{A2^2 - C}{4}</math> <math>S = \frac{-B4^2}{4}</math> Actual calculations of values <math>R, S</math> are: <syntaxhighlight lang=python> # python code. R = ( (16)*(a)*(a)*(b)*(d) + (16)*(a)*(a)*(c)*(c) + (3)*(b)*(b)*(b)*(b) + (-16)*(a)*(b)*(b)*(c) + (-64)*(a)*(a)*(a)*(e) ) S = ( (64)*(a)*(a)*(a)*(b)*(c)*(d) + (8)*(a)*(b)*(b)*(b)*(b)*(c) + (-16)*(a)*(a)*(b)*(b)*(b)*(d) + (-16)*(a)*(a)*(b)*(b)*(c)*(c) + (-1)*(b)*(b)*(b)*(b)*(b)*(b) + (-64)*(a)*(a)*(a)*(a)*(d)*(d) ) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =Solving quartic equation= This section presents 4 examples that show how to use the depressed quartic and the resolvent cubic to solve the quartic equation. ==Four real roots== {{RoundBoxTop|theme=4}} [[File:0323_2curves01.png|thumb|400px|'''Graphs of quartic function with 4 real roots and associated resolvent cubic.''' </br>Resolvent cubic contains 3 real, positive roots. ]] Calculate roots of: <math>y = f(x) = x^4 - x^3 - 19x^2 - 11x + 30</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 1,-1,-19,-11,30 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> -310 -1320 6669 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 64 -9920 277696 -1742400 </syntaxhighlight> {{RoundBoxBottom}} Calculate roots of cubic function: <math>y = g(x) = 64x^3 - 9920x^2 + 277696x - 1742400.</math> There are 3 real, positive roots: <math>9, 25, 121.</math> Using 3 roots of <math>g(x),</math> calculate 4 roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code for U in (9, 25, 121) : print ('\nU =', U) sqrtU = U ** 0.5 for u in (sqrtU, -sqrtU) : V = -(A/2 + U) - B/(4*u) v = V ** .5 for t in (u+v, u-v) : x = (-b+t) / (4*a) y = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x:',x, '; y:',y) </syntaxhighlight> <syntaxhighlight> U = 9 x: 5.0 ; y: 0.0 x: -3.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -2.0 ; y: 0.0 U = 25 x: 5.0 ; y: 0.0 x: -2.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -3.0 ; y: 0.0 U = 121 x: 5.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -2.0 ; y: 0.0 x: -3.0 ; y: 0.0 </syntaxhighlight> Roots of <math>f(x)</math> are: <math>5, 1, -2, -3.</math> {{RoundBoxBottom}} All 3 values of <math>U</math> produce the same results, but not in same sequence. It is not necessary to calculate all 3 roots of resolvent cubic. Any one non-zero root is sufficient to do the job. ==Two real and two complex roots== ===Example 1=== {{RoundBoxTop|theme=4}} [[File:0323_2curves02.png|thumb|400px|'''Graphs of quartic function with 2 real and 2 complex roots and associated resolvent cubic.''']] Calculate roots of: <math>y = f(x) = x^4 + 2x^3 + 18x^2 - 70x - 87</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 1,2,18,-70,-87 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> 264 -5568 -12208 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 64 8448 474112 -31002624 </syntaxhighlight> {{RoundBoxBottom}} Calculate one real root of cubic function: <math>y = g(x) = 64x^3 + 8448x^2 + 474112x -31002624.</math> <math>36</math> is one real root. Choose <math>U = 36.</math> Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = 36 u1 = U**.5 for u in (u1, -u1) : V = -(A/2 + U) - B/(4*u) if V >= 0 : v = V**.5 else : v = 1j * (-V)**.5 for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =',x, '; sum =',sum ) </syntaxhighlight> <syntaxhighlight> x = 3.0 ; sum = 0.0 x = -1.0 ; sum = 0.0 x = (-2+5j) ; sum = 0j x = (-2-5j) ; sum = 0j </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} ===Example 2=== {{RoundBoxTop|theme=4}} [[File:0321_2curves00.png|thumb|400px| Coefficient <math>d</math> of <math>g(x) = 0.</math> <math></math> ]] Calculate roots of: <math>y = f(x)</math> <math>= 3x^4 - 6x^3 - 41x^2 +44x - 189</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 3, -6, -41, 44, -189 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> -2184, 0, -1229040 </syntaxhighlight> Notice that coefficient <math>B = 0.</math> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 1, -1092, 605376, 0 </syntaxhighlight> Notice that coefficient <math>S = 0.</math> {{RoundBoxBottom}} Calculate roots of cubic function: <math>y = g(x) = x^3 - 1092x^2 + 605376x + 0.</math> Roots are <math>0, 546 \pm 554.3103823671355j.</math> Value <math>0</math> cannot be used because it will cause error <code>Divide by zero</code> at statement <code>V = -(A/2 + U) - B/(4*u)</code>. Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = 546+554.3103823671355j print ('\nU =',U) sqrtU = U ** 0.5 for u in (sqrtU, -sqrtU) : V = -(A/2 + U) - B/(4*u) v = V ** 0.5 s1 = '\nu,v' print (s1,eval(s1)) for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> U = (546+554.3103823671355j) u,v ((25.729935131257832+10.771701901683684j), (25.729935131257832-10.771701901683684j)) x = (4.788322521876306 + 0j) ; sum = (1.9895196601282805e-13 + 0j) x = (0.5 + 1.795283650280614j) ; sum = (5.684341886080802e-14 + 0j) u,v ((-25.729935131257832-10.771701901683684j), (25.729935131257832-10.771701901683684j)) x = (0.5 - 1.795283650280614j) ; sum = (5.684341886080802e-14 + 0j) x = (-3.7883225218763052 + 0j) ; sum = (1.7053025658242404e-13 + 0j) </syntaxhighlight> Values of <math>x</math> are: <math>-3.7883225218763052, 4.788322521876306, 0.5 \pm 1.795283650280614j</math> <math></math><math></math> {{RoundBoxBottom}} ====Depressed quartic as quadratic==== In this example coefficient <math>B</math> of depressed quartic <math>= 0.</math> Therefore, resolvent cubic can be ignored and depressed quartic processed as quadratic in <math>T = t^2.</math> <math>t^4 - 2184t^2 + (0)t - 1229040</math> <math>T^2 - 2184T - 1229040</math> where <math>T = t^2.</math> Solutions of this quadratic are: <math>T_1, T_2 = 2648.1182474349434, -464.11824743494344</math> <syntaxhighlight lang=python> T1,T2 = 2648.1182474349434, -464.11824743494344 t1 = T1 ** 0.5; t2 = ((-T2) ** 0.5) * 1j for t in (t1,-t1,t2,-t2) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> x = 4.788322521876305 ; sum = -1.7053025658242404e-13 x = -3.788322521876305 ; sum = -1.7053025658242404e-13 x = (0.5 + 1.7952836502806138j) ; sum = (-2.842170943040401e-14 + 0j) x = (0.5 - 1.7952836502806138j) ; sum = (-2.842170943040401e-14 + 0j) </syntaxhighlight> or <syntaxhighlight> x = 0.5 ± 4.288322521876305, 0.5 ± 1.7952836502806138j </syntaxhighlight> With precision of 15, values of <math>x</math> are same as those shown above. When roots of quartic function are of form <code>p ± q, p ± r,</code> coefficient <math>B</math> of depressed function <math>= 0.</math> ==Four complex roots== {{RoundBoxTop|theme=4}} [[File:0323_2curves03.png|thumb|400px|'''Graphs of quartic function with 4 complex roots and associated resolvent cubic.''']] Calculate roots of: <math>y = f(x) = x^4 - 20x^3 + 408x^2 + 2296x + 18020</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight> 4128 344064 9683200 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight> 64 132096 -86769664 -118380036096 </syntaxhighlight> {{RoundBoxBottom}} Calculate one root of cubic function: <math>y = g(x) = 64x^3 + 132096x^2 - 86769664x - 118380036096.</math> There are 3 real roots: <math>-2304, -784, 1024.</math> Choose <math>U = -784.</math> Negative <math>U</math> is chosen here to show that any 1 of the roots produces the correct result. Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = -784 u1 = 1j * (-U)**.5 for u in (u1, -u1) : V = -(A/2 + U) - B/(4*u) v = V**.5 for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> # python expresses complex numbers with 'j'. x = (13+19j) ; sum = 0j x = (-3-5j) ; sum = 0j x = (13-19j) ; sum = 0j x = (-3+5j) ; sum = 0j </syntaxhighlight> {{RoundBoxBottom}} =Quartic formula= The substitutions made above can be used to produce a formula for the solution of the quartic equation. See main articles [https://en.wikipedia.org/wiki/Quartic_equation#The_general_case "The general case" ] or [https://en.wikipedia.org/wiki/Quartic_function#General_formula_for_roots "General formula for roots."] {{RoundBoxTop|theme=2}} Both links above point to formula for equation <math>x^4 + ax^3 + bx^2 + cx + d = 0.</math> {{RoundBoxBottom}} Given quartic equation: <math>ax^4 + bx^3 + cx^2 + dx + e = 0,</math> calculate the 4 values of <math>x.</math> <math>x = \frac{-b + t}{4a}</math> where: {{RoundBoxTop|theme=2}} Coefficients of depressed quartic: <math>A = 16ac - 6b^2</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Coefficients of resolvent cubic: <math>a_1 = P = 64</math> <math>b_1 = Q = 32A</math> <math>c_1 = R = 4A^2 - 16C</math> <math>d_1 = S = -B^2</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Coefficients of depressed cubic: <math>A_1 = 9a_1 c_1 - 3b_1^2</math> <math>B_1 = 27a_1^2d_1 - 9a_1b_1c_1 + 2b_1^3</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} One root of resolvent cubic: <math>C_1 = \frac{-A_1}{3} = b_1^2 - 3a_1 c_1</math> <math>\Delta = B_1^2 - 4C_1^3\ \dots\dots\ \Delta</math> may be negative. <math>\delta = \sqrt{\Delta}</math> <math>W = \frac{-B_1 + \delta}{2}</math> <math>w = \sqrt[3]{W}</math> <math>t_1 = w + \frac{C_1}{w}</math> <math>U = \frac{-b_1 + t_1}{3a_1}</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} One root of quartic: <math>u = \sqrt{U}\ \dots\dots\ u</math> may be positive or negative. <math>V = -(\frac{A}{2} + U) - \frac{B}{4u}</math> <math>v = \sqrt{V}\ \dots\dots\ v</math> may be positive or negative. <math>t = u + v</math> {{RoundBoxBottom}} Formula above produces one value of <math>x.</math> Python code below utilizes <math>\pm \sqrt{U}</math> and <math>\pm \sqrt{V}</math> to produce 4 values of <math>t</math> and then, four values of <math>x.</math> ==An example:== {{RoundBoxTop|theme=4}} [[File:0330quartic01.png|thumb|400px|'''Graph of quartic function with 2 real roots.'''</br><math>Y</math> axis compressed for clarity.]] Calculate roots of <math>f(x) = 4x^4 + 4x^3 - 75x^2 - 776x - 1869.</math> <syntaxhighlight lang=python> # Python code. a,b,c,d,e = 4, 4, -75, -776, -1869 values_of_t = [ t # Coefficients of depressed quartic: for A in (16*a*c - 6*b*b,) for B in (64*a*a*d -32*a*b*c + 8*b*b*b,) for C in (256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b,) # Coefficients of resolvent cubic: for a1 in (64,) for b1 in (32*A,) for c1 in (4*A*A - 16*C,) for d1 in (-B*B,) for U in [ # The resolvent cubic: (-b1+t1)/(3*a1) # Coefficients of depressed resolvent cubic: for A1 in (9*a1*c1 - 3*b1*b1,) for B1 in (27*a1*a1*d1 - 9*a1*b1*c1 + 2*b1*b1*b1,) # One root of resolvent cubic: for C1 in (-A1/3,) for Δ in (B1*B1 - 4*C1*C1*C1,) for δ in (Δ**0.5,) for W in ((-B1 + δ)/2,) for w in (W**(1/3),) for t1 in (w + C1/w,) # See note below. ] # Prepare to calculate 4 values of t. for u1 in (U**.5,) for v1 in ( -(A/2 + U) ,) # Calculate 4 values of t. for u in (u1, -u1,) for V in ( v1 - B/(4*u),) for v in (V**.5,) for t in (u+v, u-v) ] print ('values_of_t =', values_of_t) </syntaxhighlight> {{RoundBoxTop|theme=4}} <syntaxhighlight> values_of_t = [116, -44, (-36+64j), (-36-64j)] </syntaxhighlight> Because <math>f(t)</math> is a depressed quartic function, sum of four <code>values_of_t</code> <math>= 116 - 44 - 36(2) = 0.</math> {{RoundBoxBottom}} <syntaxhighlight lang=python> # Python code. # Calculate 4 separate roots. values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] print ('values_of_x =', values_of_x) </syntaxhighlight> <syntaxhighlight lang=python> values_of_x = [7, -3, (-2.5 + 4j), (-2.5 - 4j)] </syntaxhighlight> In python the imaginary part of a complex number is shown with <math>j</math> instead of <math>i.</math> If <math>A == B == C == 0,\ f(x)</math> contains 4 equal roots and <math>x = \frac{-b}{4a}.</math> If <math>f(x)</math> contains 3 or more equal roots, statement <code>for t1 in (w + C1/w,)</code> fails with divisor <math>w = 0.</math> Before using this formula, check for equal roots as in [[Quartic_function#Exactly_3_equal_roots | "Exactly 3 equal roots"]] above. {{RoundBoxTop|theme=1}} Values displayed above have been edited slightly. Actual calculated values were: <syntaxhighlight> values_of_x = [7.000000000000001, -3.0000000000000044, (-2.499999999999998+4.000000000000001j), (-2.4999999999999987-4.000000000000001j)] </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} ==In practice== {{RoundBoxTop|theme=5}} The following Python code implements the quartic formula. However, under statement <code>if B4 == 0 :</code> there is code that processes the depressed quartic as a quadratic in <math>T = t^2.</math> This ensures that execution of formula does not fail with error <code>Divide by zero</code> at statement <code>for V in ( v1 - B4/u,).</code> {{RoundBoxTop|theme=4}} <syntaxhighlight lang=python> # python code import cmath cxSqrt = cmath.sqrt # Square root of complex number. def rootsOfQuartic (abcde) : ''' x1,x2,x3,x4 = rootsOfQuartic ((a,b,c,d,e)) Each member of input must be int or float or Decimal object. Int or Decimal object in input is quietly converted to float. Output may be None. ''' def formatResults (x1x2x3x4) : ''' This function improves appearance of results. (8 + 0j) becomes 8.0 ''' values_of_x = list (x1x2x3x4) for p in (0,1,2,3) : v = values_of_x[p] if isinstance (v, complex) and (v.imag == 0) : values_of_x[p] = v.real return values_of_x status = 0 try : a,b,c,d,e = [ float(v) for v in abcde ] except : status = 1 if status : print ('rootsOfQuartic () 1: Error creating coefficients a,b,c,d,e.') return None if a == 0 : print ('rootsOfQuartic () 2: Coefficient a must be non-zero.') return None # Coefficients of depressed quartic, modified. # A = 16*a*c - 6*b*b A2 = 8*a*c - 3*b*b # B = 64*a*a*d - 32*a*b*c + 8*b*b*b B4 = 16*a*a*d - 8*a*b*c + 2*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b if B4 == 0 : # B = 0. # Result returned from this section is type tuple, indicating that coefficient B4 = 0. if A2==C==0 : # 4 equal roots. root = -b/(4*a) return tuple(formatResults((root,root,root,root))) # t**4 + At**2 + (0)t + C # Depressed quartic is quadratic in T: # T**2 + AT + C where T = t**2 # T**2 + 2(A2)T + C where A = 2(A2) # -2(A2) +/- (4(A2)(A2) - 4C)**0.5 # T = -------------------------------- = -A2 +/- ((A2)(A2) - C)**0.5 # 2 disc = A2*A2 - C if disc >= 0 : root = disc ** 0.5 else : root = ((-disc) ** 0.5) * 1j T1 = -A2 - root ; T2 = -A2 + root t1 = cxSqrt(T1) ; t2 = cxSqrt(T2) values_of_t = (t1,-t1,t2,-t2) values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] return tuple(formatResults(values_of_x)) # B4 is non-zero. Therefore, all of (S, U, u) are non-zero. P,Q,R,S = 1, A2, (A2*A2 - C)/4, -B4*B4/4 # str1 = 'P,Q,R,S' ; print (str1, eval(str1)) U = oneRootOfCubic((P,Q,R,S)) # Resolvent cubic. if U > 0 : sqrtU = U ** 0.5 elif U == 0 : # This should not happen. print ('rootsOfQuartic () 3: Internal error.') return None else : sqrtU = ((-U) ** 0.5) * 1j v1 = -(A2+U) values_of_t = [ t for u in (sqrtU, -sqrtU) for V in ( v1 - B4/u, ) for v in ( cxSqrt(V), ) for t in (u+v, u-v) ] values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] # Result returned from this section is type list, indicating that coefficient B4 != 0. return formatResults(values_of_x) </syntaxhighlight> For function <code>oneRootOfCubic()</code> see [[Cubic_function#In_practice | Cubic_function: In_practice.]] {{RoundBoxBottom}} ===Examples=== {{RoundBoxTop|theme=2}} Python function <code>equalRoots()</code> below implements <code>status</code> as presented under [https://en.wikiversity.org/wiki/Quartic_function#Equal_roots Equal roots] above. <syntaxhighlight lang=python> # python code def equalRoots(abcde) : ''' This function returns True if quartic function contains at least 2 equal roots. ''' a,b,c,d,e = abcde aa = a*a ; aaa = aa*a bb = b*b ; bbb = bb*b ; bbbb = bb*bb cc = c*c ; ccc = cc*c ; cccc = cc*cc ; ccccc = cc*ccc dd = d*d ; ddd = dd*d ; dddd = dd*dd ; ddddd = dd*ddd ; dddddd = ddd*ddd ee = e*e ; eee = ee*e ; eeee = ee*ee v1 = ( +2048*aaa*c*eeee +576*aa*b*ddd*ee +1536*aa*cc*dd*ee +81*aa*dddddd +1152*a*bb*cc*eee +18*a*bb*dddd*e +384*a*b*cc*ddd*e +128*a*ccccc*ee +12*a*ccc*dddd +81*bbbb*dd*ee +144*bbb*cc*d*ee +12*bbb*ddddd +20*bb*ccc*dd*e ) v2 = ( -768*aaa*dd*eee -1536*aa*b*c*d*eee -1024*aa*ccc*eee -648*aa*c*dddd*e -480*a*bb*c*dd*ee -640*a*b*ccc*d*ee -54*a*b*c*ddddd -80*a*cccc*dd*e -216*bbbb*c*eee -86*bbb*c*ddd*e -32*bb*cccc*ee -3*bb*cc*dddd ) return (v1+v2) == 0 t1 = ( ((1, -1, -19, -11, 30), '4 unique, real roots.'), ((4, 4,-119, -60, 675), '4 unique, real roots, B4 = 0.'), ((1, 6, -48,-182, 735), '2 equal roots.'), ((1,-12, 50, -84, 45), '2 equal roots. B4 = 0.'), ((1,-20, 146,-476, 637), '2 equal roots, 2 complex roots.'), ((1,-12, 58,-132, 117), '2 equal roots, 2 complex roots. B4 = 0.'), ((1, -2, -36, 162, -189), '3 equal roots.'), ((1,-20, 150,-500, 625), '4 equal roots. B4 = 0.'), ((1, -6, -11, 60, 100), '2 pairs of equal roots, B4 = 0.'), ((4, 4, -75,-776,-1869), '2 complex roots.'), ((1,-12, 33, 18, -208), '2 complex roots, B4 = 0.'), ((1,-20, 408,2296,18020), '4 complex roots.'), ((1,-12, 83, -282, 442), '4 complex roots, B4 = 0.'), ((1,-12, 62,-156, 169), '2 pairs of equal complex roots, B4 = 0.'), ) for (abcde, comment) in t1 : print () fourRoots = rootsOfQuartic (abcde) print (comment) print (' Coefficients =', abcde) print (' Four roots =', fourRoots) print (' Equal roots detected:', equalRoots(abcde)) # Check results. a,b,c,d,e = abcde for x in fourRoots : # To be exact, a*x**4 + b*x**3 + c*x**2 + d*x + e = 0 sum = (a*x**4 + b*x**3 + c*x**2 + d*x + e) if sum : # Create exception. 1/0 </syntaxhighlight> <syntaxhighlight> 4 unique, real roots. Coefficients = (1, -1, -19, -11, 30) Four roots = [5.0, 1.0, -2.0, -3.0] Equal roots detected: False 4 unique, real roots, B4 = 0. Coefficients = (4, 4, -119, -60, 675) Four roots = (2.5, -3.0, 4.5, -5.0) Equal roots detected: False 2 equal roots. Coefficients = (1, 6, -48, -182, 735) Four roots = [5.0, 3.0, -7.0, -7.0] Equal roots detected: True 2 equal roots. B4 = 0. Coefficients = (1, -12, 50, -84, 45) Four roots = (3.0, 3.0, 5.0, 1.0) Equal roots detected: True 2 equal roots, 2 complex roots. Coefficients = (1, -20, 146, -476, 637) Four roots = [7.0, 7.0, (3+2j), (3-2j)] Equal roots detected: True 2 equal roots, 2 complex roots. B4 = 0. Coefficients = (1, -12, 58, -132, 117) Four roots = ((3+2j), (3-2j), 3.0, 3.0) Equal roots detected: True 3 equal roots. Coefficients = (1, -2, -36, 162, -189) Four roots = [3.0, 3.0, 3.0, -7.0] Equal roots detected: True 4 equal roots. B4 = 0. Coefficients = (1, -20, 150, -500, 625) Four roots = (5.0, 5.0, 5.0, 5.0) Equal roots detected: True 2 pairs of equal roots, B4 = 0. Coefficients = (1, -6, -11, 60, 100) Four roots = (5.0, -2.0, 5.0, -2.0) Equal roots detected: True 2 complex roots. Coefficients = (4, 4, -75, -776, -1869) Four roots = [7.0, -3.0, (-2.5+4j), (-2.5-4j)] Equal roots detected: False 2 complex roots, B4 = 0. Coefficients = (1, -12, 33, 18, -208) Four roots = ((3+2j), (3-2j), 8.0, -2.0) Equal roots detected: False 4 complex roots. Coefficients = (1, -20, 408, 2296, 18020) Four roots = [(13+19j), (13-19j), (-3+5j), (-3-5j)] Equal roots detected: False 4 complex roots, B4 = 0. Coefficients = (1, -12, 83, -282, 442) Four roots = ((3+5j), (3-5j), (3+2j), (3-2j)) Equal roots detected: False 2 pairs of equal complex roots, B4 = 0. Coefficients = (1, -12, 62, -156, 169) Four roots = ((3+2j), (3-2j), (3+2j), (3-2j)) Equal roots detected: True </syntaxhighlight> When description contains note <math>B4 = 0,</math> depressed quartic was processed as quadratic in <math>t^2.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Two Conic Sections= Examples of conic sections include: ellipse, circle, parabola and hyperbola. This section presents examples of two conic sections, circle and ellipse, and how to calculate the coordinates of the point/s of intersection, if any, of the two sections. Let one section with name <math>ABCDEF</math> have equation <math>Ax^2 + By^2 + Cxy + Dx + Ey + F = 0.</math> Let other section with name <math>abcdef</math> have equation <math>ax^2 + by^2 + cxy + dx + ey + f = 0.</math> Because there can be as many as 4 points of intersection, a special "resolvent" quartic function is used to calculate the <math>x</math> coordinates of the point/s of intersection. Coefficients of associated "resolvent" quartic are calculated as follows: <syntaxhighlight lang=python> # python code def intersection_of_2_conic_sections (abcdef, ABCDEF) : ''' A_,B_,C_,D_,E_ = intersection_of_2_conic_sections (abcdef, ABCDEF) where A_,B_,C_,D_,E_ are coefficients of associated resolvent quartic function: y = f(x) = A_*x**4 + B_*x**3 + C_*x**2 + D_*x + E_ ''' A,B,C,D,E,F = ABCDEF a,b,c,d,e,f = abcdef G = ((-1)*(B)*(a) + (1)*(A)*(b)) H = ((-1)*(B)*(d) + (1)*(D)*(b)) I = ((-1)*(B)*(f) + (1)*(F)*(b)) J = ((-1)*(C)*(a) + (1)*(A)*(c)) K = ((-1)*(C)*(d) + (-1)*(E)*(a) + (1)*(A)*(e) + (1)*(D)*(c)) L = ((-1)*(C)*(f) + (-1)*(E)*(d) + (1)*(D)*(e) + (1)*(F)*(c)) M = ((-1)*(E)*(f) + (1)*(F)*(e)) g = ((-1)*(C)*(b) + (1)*(B)*(c)) h = ((-1)*(E)*(b) + (1)*(B)*(e)) A_ = (J)*(g) + (G)*(G) B_ = (J)*(h) + (K)*(g) + (2)*(G)*(H) C_ = (K)*(h) + (L)*(g) + (2)*(G)*(I) + (H)*(H) D_ = (L)*(h) + (M)*(g) + (2)*(H)*(I) E_ = (M)*(h) + (I)*(I) str1 = 'y = ({})x^4 + ({})x^3 + ({})x^2 + ({})x + ({}) '.format(A_,B_,C_,D_,E_) print (str1) return A_,B_,C_,D_,E_ </syntaxhighlight> == With no common point== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections06.png|thumb|400px|'''Two conic sections with no common point.''' </br> Resolvent quartic function (black curve) has no real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 80 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.98x^2 + 6850.532x - 22836.7009.</math> <math>f(x)</math> has no real roots. Therefore, there is no point of intersection. {{RoundBoxBottom}} ==With one common point== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections05.png|thumb|400px|'''Two conic sections with one common point.''' </br> Resolvent quartic function (black curve) has two equal, real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 73 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.84x^2 + 7456.48x - 24355.36.</math> Roots of <math>f(x)</math> are: <math>(-14-22.978250586152114j), (-14+22.978250586152114j), 5.8, 5.8.</math> <math>f(x)</math> has 2 equal, real roots at <math>x = 5.8,</math> effectively 1 real root where <math>x = 5.8</math> Therefore, there is one point of intersection where <math>x = 5.8.</math> {{RoundBoxBottom}} ==With two common points== ===Example 1=== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections04.png|thumb|400px|'''Two conic sections with two common points.''' </br> Resolvent quartic function (black curve) has two unique, real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 64 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.66x^2 + 8235.556x - 26681.1841.</math> Roots of <math>f(x)</math> are: <math>(-14.361578825892241-23.341853011785357j),</math> <math>(-14.361578825892241+23.341853011785357j),</math> <math>4.59885619413921, 7.72430145764527.</math> <math>f(x)</math> has 2 unique, real roots at <math>x = 4.59885619413921, 7.72430145764527.</math> Therefore, there are two points of intersections where <math>x = 4.59885619413921, 7.72430145764527.</math> {{RoundBoxBottom}} ===Example 2=== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections01.png|thumb|400px|'''Two conic sections with two common points.''' </br> Resolvent quartic function (black curve) has two pairs of equal roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 18.8x - 1.6y + 53 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 + 37.6x^3 - 504.24x^2 + 2835.04x - 5685.16.</math> Roots of <math>f(x)</math> are:<math>5.8, 5.8, 13, 13.</math> <math>f(x)</math> has 2 pairs of equal roots at <math>x = 5.8, 13,</math> effectively 2 real roots. Therefore, there are two points of intersection where <math>x = 5.8, 13.</math> {{RoundBoxBottom}} ==With 3 common points== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections03.png|thumb|400px|'''Two conic sections with three common points.''' </br> Resolvent quartic function (black curve) has one pair of equal roots and 2 unique, real roots. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 17.6x - 3.2y + 55 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = x^4 - 32.2x^3 + 366.69x^2 - 1784.428x + 3165.1876.</math> Roots of <math>f(x)</math> are:<math>5.8, 5.8, 6.83589838486224, 13.7641016151377 .</math> <math>f(x)</math> has 1 pair of equal roots at <math>x = 5.8</math> and 2 unique, real roots at <math>x = 6.83589838486224, 13.7641016151377,</math> effectively 3 real roots. Therefore, there are three points of intersection where <math>x = 5.8, 6.83589838486224, 13.7641016151377.</math> {{RoundBoxBottom}} ==With 4 common points== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections02.png|thumb|400px|'''Two conic sections with four common points.''' </br> Resolvent quartic function (black curve) has 4 unique, real roots. </br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 18.8x - 1.6y + 62.99 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 + 37.6x^3 - 504.4398x^2 + 2838.79624x - 5544.61147921.</math> Roots of <math>f(x)</math> are:<math>4.36661032156283, 8.77936456353008, 10.0206354364699, 14.4333896784371.</math> <math>f(x)</math> has 4 real roots as shown above. Therefore, there are four points of intersection where <math>x = 4.36661032156283, 8.77936456353008, 10.0206354364699, 14.4333896784371.</math> {{RoundBoxBottom}} ===Values of y=== Section above calculates <math>x</math> coordinates of the four common points. This section calculates <math>y</math> coordinates. Here is the lazy way to do it: {{RoundBoxTop|theme=2}} [[File:0818ResQuartic.png|thumb|400px|'''Graphs of 2 curves, red and blue, with coefficients of <math>x,y</math> reversed.''' </br> Roots of "resolvent" quartic, black curve, are interpreted as values of <math>y.</math> ]] <syntaxhighlight lang=python> # python code # The ellipse: A,B,C,D,E,F = 1.89, 1.61, 0.96, -36.3, -11.6, 130.25 # The circle: a,b,c,d,e,f = 1, 1, 0, -18.8, -1.6, 62.99 # Coefficients of x,y are reversed. abcde = intersection_of_2_conic_sections ((b,a,0,e,d,f), (B,A,C,E,D,F)) values_of_y = rootsOfQuartic (abcde) print (values_of_y) </syntaxhighlight> <syntaxhighlight> [1.6215767432213488, -0.021576743221348723, 5.862095579401657, -4.262095579401658] </syntaxhighlight> By inspection of the diagram above, it is obvious that: <syntaxhighlight lang=python> # python code four_common_points = ( (4.36661032156283, 1.6215767432213488), (8.77936456353009, -4.262095579401658), (10.0206354364699, 5.862095579401657), (14.4333896784372, -0.021576743221348723), ) </syntaxhighlight> Check results: <syntaxhighlight lang=python> # python code def sum_zero (input) : ''' This function calculates sum of all values in input. If sum is very close to 0, this function returns 0. ''' sum = 0 for v in input : sum += v if sum == 0 : return sum tolerance = 1e-14 max = sorted([ abs(v) for v in input ])[-1] if abs(sum) < tolerance*max : return 0 return sum # The ellipse: A,B,C,D,E,F = 1.89, 1.61, 0.96, -36.3, -11.6, 130.25 # The circle: a,b,c,d,e,f = 1, 1, 0, -18.8, -1.6, 62.99 for (x,y) in four_common_points : values = A*x**2, B*y**2, C*x*y, D*x, E*y, F sum1 = sum_zero(values) if sum1 : print ('Error: sum1 =',sum1) values = a*x**2, b*y**2, d*x, e*y, f sum2 = sum_zero(values) if sum2 : print ('Error: sum2 =',sum2) </syntaxhighlight> With tolerance of <math>1e-14</math> there are no errors. Check results with coefficients of <math>x, y</math> reversed: <syntaxhighlight lang=python> # python code # The ellipse: A,B,C,D,E,F = B,A,C,E,D,F # The circle: a,b,c,d,e,f = b,a,c,e,d,f for (y,x) in four_common_points : values = A*x**2, B*y**2, C*x*y, D*x, E*y, F sum3 = sum_zero(values) if sum3 : print ('Error: sum3 =',sum3) values = a*x**2, b*y**2, d*x, e*y, f sum4 = sum_zero(values) if sum4 : print ('Error: sum4 =',sum4) </syntaxhighlight> With tolerance of <math>1e-14</math> there are no errors. {{RoundBoxBottom}} =Links to related topics= {{RoundBoxTop|theme=1}} [[Cubic_function#Cubic_formula | "Cubic formula"]] [[Complex_square_root | "Complex square root" ]] {{RoundBoxBottom}} [[Category:Mathematics]] 7h7mh57ji8uuin7w4jfs4hq4dclgxfq 2817498 2817497 2026-07-01T09:50:41Z ThaniosAkro 2805358 /* With one common point */ 2817498 wikitext text/x-wiki The quartic function is the bridge between the cubic function and more advanced functions such as the quintic and sextic. =Objective= {{RoundBoxTop|theme=3}} [[file:Books-aj.svg_aj_ashton_01f.png|right|100px]] * Present quartic function and quartic equation. * Introduce the concept of roots of equal absolute value. * Show how to predict and calculate equal roots, techniques that will be useful when applied to higher order functions. * Simplify the depressed quartic. * Show that the quartic equation is effectively solved when at least one root is known. * Present the "resolvent" cubic function. * Show how to derive and use the quartic formula. {{RoundBoxBottom}} =Lesson= {{RoundBoxTop|theme=2}} ==Introduction== The quartic function is the sum of powers of <math>x</math> from <math>0</math> through <math>4</math>: <math>y = f(x) = ax^4 + bx^3 + cx^2 + dx^1 + ex^0</math> usually written as: <math>y = f(x) = ax^4 + bx^3 + cx^2 + dx + e.</math> If <math>e == 0</math> the function becomes <math>x(ax^3 + bx^2 + cx + d).</math> Within this page we'll say that: * both coefficients <math>a, e</math> must be non-zero, * coefficient <math>a</math> must be positive (simply for our convenience), * all coefficients must be real numbers, accepting that the function may contain complex roots. The quartic equation is the quartic function equated to zero: <math>ax^4 + bx^3 + cx^2 + dx + e = 0</math>. Roots of the function are values of <math>x</math> that satisfy the quartic equation. {{RoundBoxTop|theme=1}} Because the function is "quartic" (maximum power of <math>x</math> is <math>4</math>), the function contains exactly <math>4</math> roots, an even number of complex roots and an even number of real roots. Other combinations of real and complex roots are possible, but they produce complex coefficients. {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} [[File:0312quartic01a.png|thumb|400px|'''Graph of typical quartic function showing minima and maximum.''']] The figure shows a typical quartic function. The function crosses the <math>X</math> axis in 4 different places. The function has 4 roots: <math>(-2,0), (1,0), (5,0), (10,0).</math> This function contains one local minimum, one local maximum and one absolute minimum. There is no absolute maximum. Because the function contains one absolute minimum: * If abs(<math>x</math>) is very large, <math>f(x)</math> is always positive. * If absolute minimum is above <math>X</math> axis, curve does not cross <math>X</math> axis and function contains only complex roots. * There is always at least one point where the curve is parallel to <math>X</math> axis. The curve is never parallel to the <math>Y</math> axis. For any real value of <math>x</math> there is always a real value of <math>y.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} [[File:0312quartic02.png|thumb|400px|'''When coefficient d is missing, there is a stationary point at x = 0.''']] If coefficient <math>d</math> is missing, the quartic function becomes <math>y = ax^4 + bx^3 + cx^2 + e,</math> and <math>y' = 4ax^3 + 3bx^2 + 2cx = x(4ax^2 + 3bx + 2c).</math> For a stationary point <math>y' = x(4ax^2 + 3bx + 2c) = 0.</math> When coefficient <math>d</math> is missing, there is always a stationary point at <math>x = 0.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} [[File:0319quartic02.png|thumb|400px|'''Graph of quartic function that is quadratic in <math>x^2</math>.'''</br>Because coefficient <math>d</math> is missing, there is a stationary point where <math>x = 0.</math>]] If coefficients <math>b, d</math> are missing, the quartic function becomes a quadratic in <math>x^2.</math> The curve (red line) in diagram has equation: <math>y = f(x) = \frac{x^4 - 13x^2 + 36}{5}</math> The quartic equation may be solved as: <math>X^2 - 13X + 36 = 0</math> where <math>X = x^2</math> or <math>x = \sqrt{X}.</math> <math>X = 4</math> or <math>X = 9.</math> <math>x = \pm 2</math> or <math>x = \pm 3.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=1}} [[File:0312quartic03.png|thumb|400px| ]] The quartic function may be expressed as <math>x = ay^4 + by^3 + cy^2 + dy + e.</math> Unless otherwise noted, references to "quartic function" on this page refer to function of form <math>y = ax^4 + bx^3 + cx^2 + dx + e.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} [[File:0318quartic01.png|thumb|400px|'''Graph of quartic function with coefficient a negative.'''</br>There is no absolute minimum.]] Coefficient <math>a</math> may be negative as shown in diagram. As <code>abs</code><math>(x)</math> increases, the value of <math>f(x)</math> is dominated by the term <math>-ax^4.</math> When <code>abs</code><math>(x)</math> is very large, <math>f(x)</math> is always negative. Unless stated otherwise, any reference to "quartic function" on this page will assume coefficient <math>a</math> positive. {{RoundBoxBottom}} {{RoundBoxTop|theme=1}} [[File:0502quartic01.png|thumb|400px|'''Graph of quartic function with coefficient b missing.''' </br> Sum of roots is <math>0.</math> </br> <math>Y</math>axis compressed for clarity. ]] When sum of roots is <math>0,</math> coefficient <math>b = 0.</math> In the diagram, roots of <math>f(x)</math> are <math>-5, -4, 2, 7.</math> Sum of roots <math>= 0.</math> Therefore coefficient <math>b = 0.</math> {{RoundBoxBottom}} ==Function as product of linear function and cubic== {{RoundBoxTop|theme=3}} [[File:0313quartic01.png|thumb|400px|'''Graphs of quartic function and associated cubic function.''']] When <math>p</math> is a root of the function, the function may be expressed as: <math>(x - p)( Ax^3 + Bx^2 + Cx + D )</math> where <math>A = a;\ B = Ap + b;\ C = Bp + c;\ D = Cp + d.</math> When one real root <math>p</math> is known, the other three roots may be calculated as roots of the cubic function <math>Ax^3 + Bx^2 + Cx + D.</math> In the diagram the quartic function has equation: <math>y = \frac{ x^4 - 23x^3 + 163x^2 - 393x + 252 }{ 48 }.</math> It is known that <math>3</math> is a root of this function. The associated cubic has equation: <math>y = \frac { x^3 - 20x^2 + 103x - 84} { 48 }</math> The 2 curves coincide at points <math>(1, 0),\ (7, 0),\ (12, 0),</math> the three points that are roots of both functions. <math></math> {{RoundBoxBottom}} ==Function defined by 5 points== {{RoundBoxTop|theme=2}} [[File:0313quartic02.png|thumb|400px|'''Figure 1. Quartic function defined by 5 points''' </br>Any 5 points on the curve may be used to define the function.]] Because the quartic function contains 5 coefficients, 5 simultaneous equations are needed to define the function. See Figure 1. The quartic function may be defined by any 5 unique points on the curve. For example, let us choose the five points: <math>(-5,0), (-2,0), (1,0), (3,-6), (6,2)</math> Rearrange the standard quartic function to prepare for the calculation of <math>a,b,c,d,e:</math> <math>x^4 a + x^3 b + x^2 c + x d + 1e - y = 0.</math> For function <code>solveMbyN</code> see [[Solving_simultaneous_equations#Solving_M_by_(M+1) | "Solving simultaneous equations" ]]. {{RoundBoxTop|theme=3}} <syntaxhighlight lang=python> # python code points = (-5,0), (-2,0), (1,0), (3,-6), (6,2) L11 = [] for point in points : x,y = point L11 += [[x*x*x*x, x*x*x, x*x, x, 1, -y]] print (L11) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> [[ 625.0, -125.0, 25.0, -5.0, 1.0, 0.0], # [ 16.0, -8.0, 4.0, -2.0, 1.0, 0.0], # [ 1.0, 1.0, 1.0, 1.0, 1.0, 0.0], # matrix supplied to function solveMbyN() below. [ 81.0, 27.0, 9.0, 3.0, 1.0, 6.0], # 5 rows by 6 columns. [1296.0, 216.0, 36.0, 6.0, 1.0, -2.0]] # </syntaxhighlight> {{RoundBoxBottom}} <syntaxhighlight lang=python> # python code output = solveMbyN(L11) print (output) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> # 5 coefficients a, b, c, d, e: (0.02651515151515152, 0.004545454545454542, -0.847727272727273, -0.728787878787879, 1.5454545454545459) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} Quartic function defined by the 5 points <math>(-5,0), (-2,0), (1,0), (3,-6), (6,2)</math> is <math>y = \frac{0.875 x^4 + 0.15 x^3 - 27.975 x^2 - 24.05 x + 51}{33}.</math> {{RoundBoxBottom}} ==Function defined by 3 points and 2 slopes== {{RoundBoxTop|theme=2}} [[File:0314quartic03.png|thumb|400px|'''Figure 1. Quartic function defined by 3 points and 2 slopes.''' </br>Any 3 points on the curve and the slopes at any 2 of these points may be used to define the function.</br></br>Slope at <math>(-2, -2)\ =</math> slope at <math>(6, -4)\ =\ 0.</math>]] Because the quartic function contains 5 coefficients, 5 simultaneous equations are needed to define the function. See Figure 1. The quartic function may be defined by any 3 unique points on the curve and the slopes at any 2 of these points. For example, let us choose the three points: <math>(-2, -2), (6, -4), (4, 1)</math> At point <math>(-2, -2)</math> slope is <math>0.</math> At point <math>(6, -4)</math> slope is <math>0.</math> Rearrange the standard quartic function to prepare for the calculation of <math>a,b,c,d,e:</math> <math>x^4 a + x^3 b + x^2 c + x d + 1e - y = 0.</math> Rearrange the standard cubic function of slope to prepare for the calculation of <math>a,b,c,d,e:</math> <math> 4 x^3 a + 3 x^2 b + 2 x c + 1 d + 0 e - s = 0.</math> For function <code>solveMbyN</code> see [[Solving_simultaneous_equations#Solving_M_by_(M+1) | "Solving simultaneous equations" ]]. {{RoundBoxTop|theme=3}} <syntaxhighlight lang=python> # python code def makeEntry(input) : x,y,s = ( tuple(input) + (None,) )[:3] L1 = [] if s != None : L2 = [ float(v) for v in [4*x*x*x, 3*x*x, 2*x, 1, 0, -s] ] L1 += [ L2 ] L2 = [ float(v) for v in [x*x*x*x, x*x*x, x*x, x, 1, -y]] L1 += [ L2 ] return L1 t1 = ( (-2,-2, 0), # point (-2, -2) with slope 0. (6,-4, 0), # point (6, -4) with slope 0. (4,1), # point (4, 1) ) L1 = [] for v in t1 : L1 += makeEntry ( v ) print (L1) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> [[ -32.0, 12.0, -4.0, 1.0, 0.0, 0.0], # [ 16.0, -8.0, 4.0, -2.0, 1.0, 2.0], # [ 864.0, 108.0, 12.0, 1.0, 0.0, 0.0], # matrix supplied to function solveMbyN() below. [1296.0, 216.0, 36.0, 6.0, 1.0, 4.0], # 5 rows by 6 columns. [ 256.0, 64.0, 16.0, 4.0, 1.0, -1.0]]. # </syntaxhighlight> {{RoundBoxBottom}} <syntaxhighlight lang=python> # python code output = solveMbyN(L1) print (output) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> # 5 coefficients a, b, c, d, e: (0.03255208333333339, -0.2526041666666665, -0.3072916666666667, 2.84375, 2.375) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} Quartic function defined by three points and two slopes is: <math>y = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> ===Associated cubic functions=== {{RoundBoxTop|theme=3}} ====When p == -2==== {{RoundBoxTop|theme=1}} [[File:0314_2curves01.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = -2.''' </br>In this case roots of associated cubic include x = p.]] Quartic function is: <math>y = f(x) = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == -2,</math> associated cubic function is : <math>y = g(x) = \frac{ 1.5625 x^3 - 15.25 x^2 + 15.75 x + 105 } {48}.</math> Three blue vertical lines show 3 values of <math>x</math> where <math>g(x) = 0</math> and <math>f(x) = f(-2)</math> In this case roots of <math>g(x)</math> include <math>x = p.</math> {{RoundBoxBottom}} ====When p == 5==== {{RoundBoxTop|theme=1}} [[File:0314_2curves02.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = 5.''' </br>In this case the one root of associated cubic excludes x = p.]] Quartic function is: <math>y = f(x) = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == 5,</math> associated cubic function is : <math>y = g(x) = \frac{ 1.5625 x^3 - 4.3125 x^2 - 36.3125 x - 45.0625 } {48}.</math> Two blue vertical lines show 2 values of <math>x</math> where <math>f(x) = f(5)</math> In this case the one root of <math>g(x)</math> excludes <math>x = p.</math> {{RoundBoxBottom}} ====When p == 6==== {{RoundBoxTop|theme=1}} [[File:0315_2curves01.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = 6.''' </br>In this case the one root of associated cubic includes x = p.]] Quartic function is: <math>y = f(x) </math><math>= \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == 6,</math> associated cubic function is: <math>y = g(x) </math><math>= \frac{ 1.5625 x^3 - 2.75 x^2 - 31.25 x - 51 } {48}.</math> One blue vertical line shows 1 value of <math>x</math> where <math>f(x) = f(6)</math> In this case the one root of <math>g(x)</math> includes <math>x = p.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} ==Examples== {{RoundBoxTop|theme=2}} ===Quartic with 2 stationary points=== {{RoundBoxTop|theme=1}} [[File:0315_2statPoints02.png|thumb|400px|'''Graph of quartic function with 2 stationary points.''']] In the diagram the red line represents quartic function <math>y = f(x) = 4(x^4 + 3x^3 + 3x^2 + x) - 1.</math> The grey line <math>g(x)</math> is the first derivative of <math>f(x).</math> The 2 roots of <math>g(x),\ -1</math> and <math>\frac{-1}{4}</math> show that <math>f(x)</math> has stationary points at <math>x = -1</math> and <math>x = -0.25.</math> {{RoundBoxBottom}} ===Quartic with 1 stationary point=== {{RoundBoxTop|theme=1}} [[File:0315_1statPoint.png|thumb|400px|'''Graph of quartic function with 1 stationary point.''']] In the diagram the red line represents quartic function <math>y = f(x) = \frac{x^4 + 3x^3 + 3x^2 + 3x}{2}</math> The grey line <math>g(x)</math> is the first derivative of <math>f(x).</math> The 1 root of <math>g(x),\ -1.607</math> (approx.), shows that <math>f(x)</math> has 1 stationary point where <math>g(x) = 0.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =First and second derivatives= {{RoundBoxTop|theme=1}} ==Points of inflection== {{RoundBoxTop|theme=2}} [[File:0317_3curves01.png|thumb|400px|'''Graphs of quartic function and first two derivatives.'''</br>Dotted portion of black line shows where f(x) is always concave down.</br>Dotted portion of red line shows where g(x) is decreasing.</br>Dotted portion of blue line shows where h(x) is negative.</br>When h(x) is negative, f(x) is concave down.</br>When h(x) is positive, f(x) is concave up.]] In the diagram the black line has equation: <math>y = f(x) = \frac{x^4 - 16x^3 + 42x^2 + 12x + 4}{144}.</math> The first derivative, the red line, has equation: <math>y' = g(x) = \frac{x^3 - 12x^2 + 21x + 3}{36}.</math> The second derivative, the blue line, has equation: <math>y'' = h(x) = \frac{x^2 - 8x + 7}{12}.</math> When <math>x < x_1:</math> * <math>y'</math> is increasing. * <math>y''</math> is positive. * <math>f(x)</math> is always concave up. When <math>x == x_1:</math> * <math>y'</math> is at a local maximum. * <math>y'' = 0.</math> * Concavity of <math>f(x)</math> is between up and down. When <math>x_1 < x < x_2:</math> * <math>y'</math> is decreasing. * <math>y''</math> is negative. * <math>f(x)</math> is always concave down. When <math>x == x_2:</math> * <math>y'</math> is at a local minimum. * <math>y'' = 0.</math> * Concavity of <math>f(x)</math> is between down and up. When <math>x_2 < x:</math> * <math>y'</math> is increasing. * <math>y''</math> is positive. * <math>f(x)</math> is always concave up. {{RoundBoxTop|theme=1}} The roots of <math>h(x): x_1 = 1, x_2 = 7.</math> Let point <math>p_1</math> on <math>f(x)</math> have coordinates <math>(x_1, f(x_1)).</math> Let point <math>p_2</math> on <math>f(x)</math> have coordinates <math>(x_2, f(x_2)).</math> At point <math>p_1</math> concavity of <math>f(x)</math> changes from up to down. At point <math>p_2</math> concavity of <math>f(x)</math> changes from down to up. The points <math>p_1, p_2</math> (the <math>X</math> coordinates of which are roots of <math>h(x)</math>) are the '''points of inflection''' of <math>f(x).</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Maxima and minima== {{RoundBoxTop|theme=2}} [[File:0317_3curves03.png|thumb|400px|'''Graphs of quartic function and first two derivatives showing maximum and minima.'''</br> Point <math>p_{2}</math> on <math>f(x)</math> is a stationary point. <math>f(x)</math> at point <math>p_{2}</math> is concave down. Point <math>p_{2}</math> is local maximum. </br> Point <math>p_{1}</math> on <math>f(x)</math> is a stationary point. <math>f(x)</math> at point <math>p_{1}</math> is concave up. Point <math>p_{1}</math> is local minimum. </br> Similarly, point <math>p_{3}</math> is local minimum. ]] In the diagram the black line has equation: <math>y = f(x) = \frac{1.5625x^4 - 12.125x^3 - 14.75x^2 + 136.5x + 114}{48}.</math> The first derivative, the red line, has equation: <math>y' = g(x) = \frac{6.25x^3 - 36.375x^2 - 29.5x + 136.5}{48}.</math> The second derivative, the blue line, has equation: <math>y'' = h(x) = \frac{18.75x^2 - 72.75x - 29.5}{48}.</math> Roots of <math>g(x):\ x_1 = -2;\ x_2 = 1.82;\ x_3 = 6.</math> Let point <math>p_1</math> on <math>f(x)</math> have coordinates <math>(x_1, f(x_1)).</math> At <math>x_1\ h(x_1)</math> is positive. Point <math>p_1</math> is a stationary point and <math>f(x)</math> at <math>p_1</math> is concave up. Point <math>p_1</math> is a local minimum. Let point <math>p_2</math> on <math>f(x)</math> have coordinates <math>(x_2, f(x_2)).</math> At <math>x_2\ h(x_2)</math> is negative. Point <math>p_2</math> is a stationary point and <math>f(x)</math> at <math>p_2</math> is concave down. Point <math>p_2</math> is a local maximum. Let point <math>p_3</math> on <math>f(x)</math> have coordinates <math>(x_3, f(x_3)).</math> At <math>x_3\ h(x_3)</math> is positive. Point <math>p_3</math> is a stationary point and <math>f(x)</math> at <math>p_3</math> is concave up. Point <math>p_3</math> is a local minimum. {{RoundBoxBottom}} ==Quartic with 2 stationary points== {{RoundBoxTop|theme=3}} [[File:0318_3curves01.png|thumb|400px|'''Graph of quartic function with 2 stationary points and first 2 derivatives.''' </br> Black line: <math>y = f(x) = 4(x^4 + 3x^3 + 3x^2 + x) - 1.</math> </br> Red line: <math>y' = g(x) = 4(4x^3 + 9x^2 + 6x + 1).</math> </br> <math>y'' = h(x) = 4(12x^2 + 18x + 6)</math> </br> Blue line: <math>y'' = 4(2x^2 + 3x + 1) = \frac{h(x)}{6}.</math> </br> Dotted portion of black line shows where <math>f(x)</math> is concave down. ]] In the diagram, point <math>p_1</math> on <math>f(x)</math> has coordinates <math>(x_1, f(x_1)).</math> Similarly, points <math>p_2, p_3</math> have coordinates <math>(x_2, f(x_2)),\ (x_3, f(x_3)).</math> <math>y'</math> has roots: <math>x_1 = -1;\ x_3 = -0.25.</math> Points <math>p_1, p_3</math> are stationary points. <math>y''</math> has roots: <math>x_1 = -1;\ x_2 = -0.5.</math> Points <math>p_1, p_2</math> are points of inflection. At point <math>p_3\ y''</math> is positive. <math>f(x)</math> at <math>p_3</math> is concave up. Point <math>p_3</math> is local minimum. {{RoundBoxTop|theme=2}} Summary: * Point <math>p_1</math> is both stationary point and point of inflection. * Point <math>p_2</math> is point of inflection. * Point <math>p_3</math> is both stationary point and local minimum. {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =The simplest quartic function= {{RoundBoxTop|theme=2}} [[File:0320quartic01.png|thumb|400px|'''Graph of simplest quartic function.''' </br> Point <math>p_1\ (-1.1, 0)</math> is a root of <math>f(x).</math> </br> Point <math>p_2\ (1.1, 0)</math> is a root of <math>f(x).</math> </br> Point <math>p_0\ (0, -1.1^4)</math> is <math>Y</math> intercept of <math>f(x).</math> ]] The simplest quartic function has coefficients <math>b = c = d = 0.</math> Red line in diagram has equation: <math>y = f(x) = x^4 - 1.1^4</math> First derivative (not shown) of <math>f(x):\ y' = g(x) = 4x^3.</math> When <math>x == 0,\ g(x) = 0.</math> There is a stationary point on <math>f(x)</math> when <math>x == 0,</math> point <math>p_0.</math> Second derivative (not shown) of <math>f(x):\ y'' = h(x) = 12x^2.</math> When <math>x == 0,\ h(x) = 0.</math> There is a point of inflection on <math>f(x)</math> when <math>x == 0.</math> For every non-zero value of <math>x,\ h(x)</math> is positive. To left and right of point <math>p_0,\ f(x)</math> is always concave up. Point <math>p_0</math> is both local minimum and absolute minimum. * Point <math>p_0</math> is stationary point and point of inflection and absolute minimum. Curve <math>f(x)</math> is useful for finding the fourth root of a real number. Solve: <math>x = N^{\frac{1}{4}}.</math> <math>x^4 = N.</math> <math>x^4 - N = 0.</math> This is equivalent to finding a root of function <math>y = j(x) = x^4 - N.</math> If you use Newton's method to find a root of <math>j(x),</math> this would be more efficient than solving <math>x = \sqrt{\sqrt{N}}.</math> {{RoundBoxBottom}} =Roots of equal absolute value= {{RoundBoxTop|theme=1}} The standard quartic function: <math>y = ax^4 + bx^3 + cx^2 + dx + e\ \dots\ (1)</math> For <math>x</math> in <math>(1)</math> substitute <math>(p+q).</math> Call this <math>(2).</math> For <math>x</math> in <math>(1)</math> substitute <math>(p-q).</math> Call this <math>(3).</math> Combine <math>(2)</math> and <math>(3)</math> to eliminate <math>q</math> and produce an equation in <math>p:</math> <math>(- 64aaa)pppppp+</math> <math>(- 96aab)ppppp+</math> <math>(- 32aac - 48abb)pppp+</math> <math>(- 32abc - 8bbb)ppp+</math> <math>(+ 16aae - 4abd - 4acc - 8bbc)pp+</math> <math>(+ 8abe - 2bbd - 2bcc)p+</math> <math>(+ add + bbe - bcd)\ =\ 0\ \dots\ (4).</math> We are interested in coefficient <math>0</math> of <math>(4):\ c_0 = add + bbe - bcd.</math> If <math>c_0 == 0,\ p=0</math> is a solution and function <math>(1)</math> has 2 roots of form <math>0 \pm q</math> where <math>q = \sqrt{\frac{-d}{b}}.</math> An example: {{RoundBoxTop|theme=3}} [[File:0320quartic02.png|thumb|400px|'''Graph of quartic function with 2 roots of equal absolute value.''' ]] In the diagram the red line has equation: <math>y = f(x) = \frac{x^4 - 12x^3 + 31x^2 + 48x -140}{45}.</math> <math>a,b,c,d,e = 1,-12,31,48,-140</math> <math>c_0 = add + bbe - bcd </math><math>= 1(48)(48) + (-12)(-12)(-140) - (-12)(31)(48) = 0.</math> <math>f(x)</math> has roots of equal absolute value. <math>q = \sqrt{\frac{-d}{b}} = \sqrt{\frac{-48}{-12}} = \sqrt{4} = \pm 2.</math> The 2 roots of equal absolute value are: <math>2, -2.</math> {{RoundBoxBottom}} The method works with complex roots of equal absolute value: {{RoundBoxTop|theme=2}} [[File:0320quartic03.png|thumb|400px|'''Graph of quartic function with 2 complex roots of equal absolute value.''' ]] In the diagram the red line has equation: <math>y = f(x) = \frac{x^4 - 3x^3 - x^2 - 27x - 90}{50}.</math> <math>a,b,c,d,e = 1,-3,-1,-27,-90</math> <math>c_0 = 0.</math> <math>f(x)</math> has roots of equal absolute value. <math>q = \sqrt{\frac{-d}{b}} = \sqrt{\frac{-(-27)}{-3}} = \sqrt{-9} = \pm 3i.</math> The 2 roots of equal absolute value are: <math>3i, -3i.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Equal roots= {{RoundBoxTop|theme=2}} Equal roots occur when the function and the slope of the function both equal zero. <math>ax^4 + bx^3 + cx^2 + dx + e = 0\ \dots\ (1)</math> <math>4ax^3 + 3bx^2 + 2cx + d = 0\ \dots\ (2)</math> Begin the process of reducing <math>(1),\ (2)</math> to linear functions. Combine <math>(1),\ (2)</math> to produce 2 cubic functions: <math>Fx^3 + Gx^2 + Hx + J\ \dots\ (1a)</math> where: <math>F = ad;\ G = bd - 4ae;\ H = cd - 3be;\ J = dd - 2ce.</math> <math>fx^3 + gx^2 + hx + j\ \dots\ (2a)</math> where: <math>f = 4a;\ g = 3b;\ h = 2c;\ j = d.</math> Combine <math>(1a),\ (2a)</math> to produce 2 quadratic functions: <math>Kx^2 + Lx + M\ \dots\ (1b)</math> where: <math>K = Gf -Fg;\ L = Hf -Fh;\ M = Jf - Fj.</math> <math>kx^2 + lx + m\ \dots\ (2b)</math> where: <math>k = Fj - Jf;\ l = Gj - Jg;\ m = Hj - Jh.</math> Combine <math>(1b),\ (2b)</math> to produce 2 linear functions: <math>Rx + S\ \dots\ (1c)</math> where: <math>R = Lk - Kl;\ S = Mk - Km.</math> <math>rx + s\ \dots\ (2c)</math> where: <math>r = Km-Mk;\ s = Lm - Ml.</math> From <math>(1c):\ x_1 = \frac{-S}{R}</math> From <math>(2c):\ x_2 = \frac{-s}{r}</math> If <math>x_1 == x_2:</math> <math>\frac{-S}{R} = \frac{-s}{r}</math> <math>Rs = rS</math> <math>Rs - Sr = 0.</math> The value <math>Rs - Sr</math> is in fact: <syntaxhighlight> + 2048aaaaacddeeee - 768aaaaaddddeee - 1536aaaabcdddeee + 576aaaabdddddee - 1024aaaacccddeee + 1536aaaaccddddee - 648aaaacdddddde + 81aaaadddddddd + 1152aaabbccddeee - 480aaabbcddddee + 18aaabbdddddde - 640aaabcccdddee + 384aaabccddddde - 54aaabcddddddd + 128aaacccccddee - 80aaaccccdddde + 12aaacccdddddd - 216aabbbbcddeee + 81aabbbbddddee + 144aabbbccdddee - 86aabbbcddddde + 12aabbbddddddd - 32aabbccccddee + 20aabbcccdddde - 3aabbccdddddd </syntaxhighlight> which, by removing values <math>aa, d</math><math>d</math> (common to all values), may be reduced to: <syntaxhighlight> status = ( + 2048aaaceeee - 768aaaddeee - 1536aabcdeee + 576aabdddee - 1024aaccceee + 1536aaccddee - 648aacdddde + 81aadddddd + 1152abbcceee - 480abbcddee + 18abbdddde - 640abcccdee + 384abccddde - 54abcddddd + 128acccccee - 80accccdde + 12acccdddd - 216bbbbceee + 81bbbbddee + 144bbbccdee - 86bbbcddde + 12bbbddddd - 32bbccccee + 20bbcccdde - 3bbccdddd ) </syntaxhighlight> If <math>status == 0,</math> there are at least 2 equal roots which may be calculated as shown below. {{RoundBoxTop|theme=2}} If coefficient <math>d</math> is non-zero, it is not necessary to calculate <math>status.</math> If coefficient <math>d == 0,</math> verify that <math>status = 0</math> before proceeding. {{RoundBoxBottom}} ==No equal roots== {{RoundBoxTop|theme=1}} [[File:0320quartic03.png|thumb|400px|'''Graph of quartic function with no equal roots.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 3x^3 - x^2 - 27x - 90}{50}</math> <math>a,b,c,d,e = 1, -3, -1, -27, -90</math> <math>R, S = 15269148, -35977608</math> <math>x_1 = \frac{-S}{R} = \frac{35977608}{15269148} = 2.3562289133617\dots</math> <math>r, s = 35977608, -60634332</math> <math>x_2 = \frac{-s}{r} = \frac{60634332}{35977608} = 1.685335278543253\dots</math> <math>x_1 != x_2.</math> There are no equal roots. {{RoundBoxBottom}} ==Exactly 2 equal roots== {{RoundBoxTop|theme=1}} [[File:0329quartic04.png|thumb|400px|'''Graph of quartic function with exactly 2 equal roots.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 + 6x^3 - 48x^2 - 182x + 735}{100}</math> <math>a,b,c,d,e = 1, 6, -48, -182, 735</math> <math>R, S = -1027353600, -7191475200</math> <math>x_1 = \frac{-S}{R} = \frac{7191475200}{-1027353600} = -7</math> <math>r, s = 7191475200, 50340326400</math> <math>x_2 = \frac{-s}{r} = \frac{-50340326400}{7191475200} = -7</math> <math>x_1 = x_2 = -7.</math> There are 2 equal roots at <math>x = -7.</math> {{RoundBoxTop|theme=2}} The following 3 graphs show the steps that lead to calculation of equal roots at point <math>(-7, 0).</math> <gallery> File:0914quartic00.png|<small>Figure 1. graph of <math>f(x)</math> and 2 associated cubic functions.</small> File:0914quartic01.png|<small>Figure 2. graph of <math>f(x)</math> and 2 associated quadratic functions.</small> File:0914quartic02.png|<small>Figure 3. graph of <math>f(x)</math> and 2 associated linear functions.</small> </gallery> In all graphs, all curves have a common root at point <math>(-7, 0).</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=4}} See [[Quartic_function#Function_as_product_of_linear_function_and_cubic | "Function as product of linear function and cubic"]] above. To calculate all roots: <syntaxhighlight lang=python> # python code. a,b,c,d,e = 1,6,-48,-182,735 # The associated cubic: p = -7 A = a B = A*p + b C = B*p + c D = C*P + d # The associated quadratic: a1 = A b1 = a1*p + B c1 = b1*p + C a1,b1,c1 </syntaxhighlight> <syntaxhighlight> (1, -8, 15) </syntaxhighlight> Roots of quadratic function <math>g(x) = x^2 - 8x + 15</math> are <math>3, 5.</math> All roots of <math>f(x)</math> are <math>-7, -7, 3, 5.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Exactly 3 equal roots== {{RoundBoxTop|theme=1}} [[File:0320_2curves01.png|thumb|400px|'''Graph of quartic function with exactly 3 equal roots and corresponding quadratic.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 2x^3 - 36x^2 + 162x - 189}{100}</math> <math>a,b,c,d,e = 1, -2, -36, 162, -189</math> <math>R, S = 0, 0\ \dots\dots\ (1c)</math> <math>r, s = 0, 0\ \dots\dots\ (2c)</math> In this case the calculation of <math>x_1, x_2</math> is not appropriate because there are more than 2 equal roots. Try equations <math>(1b), (2b).</math> Both of these are equivalent to: <math>y = g(x) = x^2 - 6x + 9,</math> blue line in diagram. Discriminant of <math>g(x) = (-6)^2 - 4(1)(9) = 0.\ g(x)</math> has two equal roots at <math>x = \frac{-(-6)}{2(1)} = 3.</math> Therefore <math>f(x)</math> has 3 equal roots at <math>x = 3.</math> {{RoundBoxBottom}} ==Four equal roots== {{RoundBoxTop|theme=1}} [[File:0321_2curves01.png|thumb|400px|'''Graph of quartic function with 4 equal roots and corresponding cubic.''' </br> <math>g(x) = \frac{f'(x)}{4}.</math> ]] Red line in diagram is of function: <math>y = f(x) = x^4 - 20x^3 + 150x^2 - 500x + 625.</math> <math>a,b,c,d,e = 1, -20, 150, -500, 625</math> <math>R, S = 0, 0</math> <math>r, s = 0, 0</math> <math>K, L, M = 0, 0, 0</math> <math>k, l, m = 0, 0, 0</math> In this case <math>(1b), (2b), (1c), (2c)</math> are all null. This is the only case in which <math>(1b), (2b)</math> are null. <math>(1a), (2a)</math> are both equivalent to: <math>y = g(x) = x^3 - 15x^2 + 75x - 125,</math> blue line in diagram. <math>g(x)</math> has one root at <math>x = 5.</math> Therefore <math>f(x)</math> has 4 equal roots at <math>x = 5.</math> {{RoundBoxBottom}} ==Two pairs of equal roots== {{RoundBoxTop|theme=1}} [[File:0321_2curves02.png|thumb|400px|'''Graph of quartic function with 2 pairs of equal roots and corresponding quadratic.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 6x^3 - 11x^2 + 60x + 100}{20}.</math> <math>a,b,c,d,e = 1, -6, -11, 60, 100</math> <math>R, S = 0, 0</math> <math>r, s = 0, 0</math> In this case <math>(1c), (2c)</math> are both null. <math>(1b), (2b)</math> are both equivalent to: <math>y = g(x) = \frac{x^2 - 3x - 10}{20},</math> blue line in diagram. <math>g(x)</math> has one root at <math>x = -2</math> and one root at <math>x = 5.</math> Therefore <math>f(x)</math> has 2 equal roots at <math>x = -2</math> and 2 equal roots at <math>x = 5.</math> {{RoundBoxTop|theme=2}} [[File:0408_2curves02.png|thumb|400px|'''Graph of quartic function with 2 pairs of equal, complex roots and corresponding quadratic.''' </br> <math>g(x) = (x-(3-2i))(x-(3+2i)) = x^2 - 6x + 13.</math> </br> <math>f(x) = (g(x))^2.</math> ]] This method is valid for complex roots. For example: <math>y = f(x) = x^4 - 12x^3 + 62x^2 - 156x + 169.</math> <math>a,b,c,d,e = 1,-12,62,-156,169.</math> In this case <math>(1c),\ (2c)</math> are both null. <math>(1b),\ (2b)</math> are both equivalent to: <math>y = g(x) = x^2 - 6x + 13,</math> blue line in diagram. Roots of <math>g(x)</math> are <math>3 \pm 2i.</math> <math>f(x)</math> has 2 roots equal to <math>3 + 2i</math> and 2 roots equal to <math>3 - 2i.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Summmary== {{RoundBoxTop|theme=1}} {| class="wikitable" |- ! || No equal roots !! 2 equal roots !! 3 equal roots !! 4 equal roots !! 2 pairs of equal roots |- | Cubic: 1(a), 2(a) | different | different | different | same | different |- | Quadratic: 1(b), 2(b) | different | different | same, 1root | null | same, 2roots |- | Linear: 1(c), 2(c) | different | same | null | null | null |} {{RoundBoxBottom}} ==Caution== {{RoundBoxTop|theme=4}} [[File:0915quartic02.png|thumb|400px| Calculation of false equal roots.</br> In this example, method calculates 2 legitimate equal roots at <math>(4, 0)</math> and 2 false equal roots at <math>(7.543296089385474,0).</math> <math></math> ]] Black line in diagram has equation: <math>y = f(x) = 0.012684240362811794x^4</math> <math> -\ 0.19522392290249435x^3 </math> <math> +\ 0.7654478458049887x^2 + 0x - 3. </math> <math>f(x)</math> is a quartic function with exactly 2 equal roots and coefficient <math>d</math> missing. Calculation of equal roots of <math>f(x)</math> gives linear functions <math>(1c), (2c)</math> null and quadratic functions <math>(1b), (2b)</math> with equal roots of <math> (4,0), (7.543296089385474,0). </math> Usually, this indicates that <math>f(x)</math> should have 2 equal roots at <math>(4,0)</math> and 2 equal roots at <math>(7.543296089385474,0).</math> It is obvious that <math>7.543296089385474</math> is not a root of <math>f(x).</math> When <math>x = 7.543296089385474,</math> slope of derivative <math>g(x) = 0.</math> Value of <math>f(x)\ != 0.</math> This example indicates that it would be wise to verify that calculated equal roots are in fact valid roots of <math>f(x).</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Depressed quartic= {{RoundBoxTop|theme=1}} A depressed quartic is any quartic function with any one or more of coefficients <math>b,c,d</math> missing. Within this section a depressed quartic has coefficient <math>b</math> missing. To produce the depressed quartic: <math>y = ax^4 + bx^3 + cx^2 + dx + e\ \dots\ (1)</math> <math>y = \frac{(4^4 a^3)(ax^4 + bx^3 + cx^2 + dx + e)}{4^4 a^3}\ \dots\ (2)</math> Let <math>x = \frac{-b + t}{4a}.</math> Substitute in <math>(2),</math> expand and simplify: <math>y = \frac{t^4 + At^2 + Bt + C}{4^4a^3}\ \dots\ (3)</math> where: <math>A = 16ac - 6b^2</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> When equated to <math>0,\ (3)</math> becomes the depressed equation: <math>t^4 + At^2 + Bt + C = 0\ \dots\ (4).</math> Be prepared for the possibility that any 1 or more of <math>A, B, C</math> may be zero. ==Coefficient B missing== {{RoundBoxTop|theme=2}} [[File:0322_3curves01.png|thumb|400px|'''Graph of quartic function that resembles a quadratic.''' ]] If coefficient <math>B == 0,\ (4)</math> becomes a quadratic in <math>t^2:</math> <math>t^4 + At^2 + C = 0.</math> <math>(1)</math> has the appearance of a quadratic. The black line: <math>y = f(x) = \frac{x^4 - 4x^3 + 9x^2 - 10x + 5}{10}</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>= 8( 8(-10) - 4(-4)(9) + -64 )</math> <math>= 8(-80 + 144 - 64)</math> <math>= 8(0) = 0.</math> The red line: <math>y' = g(x) = \frac{4x^3 - 12x^2 + 18x - 10}{10}</math> <math>y' = g(x) = 0</math> where <math>x = 1.</math> The grey line: <math>y'' = h(x) = \frac{12x^2 - 24x + 18}{10}</math> * Absolute minima of <math>f(x)</math> and of <math>h(x)</math> and point of inflection of <math>g(x)</math> occur where <math>x = \frac{-b}{4} = 1.</math> * <math>y''</math> is always positive. <math>f(x)</math> is always concave up. * <math>f(1 + p) = f(1-p).</math> {{RoundBoxTop|theme=3}} If <math>(1)</math> contains 2 pairs of equal roots, coefficient <math>B = 0.</math> The converse is not necessarily true. If <math>(1)</math> contains 4 equal roots, coefficients <math>A = B = C = 0.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Coefficient C missing== {{RoundBoxTop|theme=2}} [[File:0501quartic01.png|thumb|400px|'''Graph of quartic function with coefficient C of depressed function missing.''' </br> <math>Y</math> axis compressed for clarity. ]] If coefficient <math>C == 0,\ (4)</math> becomes: <math>t^4 + At^2 + Bt = t(t^3 + At + B) = 0</math> in which case <math>t = 0</math> is a solution and <math>x = \frac{-b}{4a}</math> is a root of <math>(1).</math> Curve (red line) in example has equation: <math>y = f(x) = 8x^4 + 16x^3 + 24x^2 + 89x + 40.</math> Coefficients of depressed function are: <syntaxhighlight lang=python> # python code a,b,c,d,e = 8, 16, 24, 89, 40 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b A,B,C </syntaxhighlight> <syntaxhighlight> (1536, 299008, 0) </syntaxhighlight> Coefficient <math>C</math> of depressed function is missing. <math>t = 0</math> is a solution. Using <math>x = \frac{-b + t}{4a},</math> one root of <math>f(x) = \frac{-16 + 0}{4(8)} = -0.5.</math> {{RoundBoxBottom}} ==Resolvent cubic== {{RoundBoxTop|theme=1}} This section introduces a special cubic function called "resolvent" because it helps to resolve a requirement, the calculation of the roots of the quartic. The depressed quartic: <math>t^4 + At^2 + Bt + C\ \dots\ (1)</math> For <math>t</math> substitute <math>(u+v)\ \dots\ (2)</math> For <math>t</math> substitute <math>(u-v)\ \dots\ (3)</math> <math>(2)+(3):\ 2Auu + 2Avv + 2Bu + 2C + 2uuuu + 12uuvv + 2vvvv\ \dots\ (4)</math> Simplify <math>(4):\ Auu + AV + Bu + C + uuuu + 6uuV + VV\ \dots\ (4a)</math> <math>(2)-(3):\ 4Auv + 2Bv + 8uuuv + 8uvvv\ \dots\ (5)</math> Simplify <math>(5):\ 2Au + B + 4uuu + 4uV\ \dots\ (5a)</math> From <math>(5a):\ 4uV = -(2Au + B + 4uuu)\ \dots\ (5b)</math> <math>(4a)*4u4u:\ 4u4uAuu + A4u(4uV) + 4u4uBu + 4u4uC + 4u4uuuuu + 6uu4u(4uV) + (4uV)(4uV)\ \dots\ (6)</math> In <math>(6)</math> replace <math>4uV</math> with <math>(-(2Au + B + 4uuu)),</math> expand, simplify, gather like terms and result is: <math>Pu^6 + Qu^4 + Ru^2 + S</math> or {{RoundBoxTop|theme=2}} <math>PU^3 + QU^2 + RU + S\ \dots\ (7)</math> where: <math>U = u^2</math> <math>P = 64</math> <math>Q = 32A</math> <math>R = 4A^2 - 16C</math> <math>S = -B^2</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} From <math>(5b):\ V = v^2 = \frac{-(2Au + B + 4uuu)}{4u} = -(\frac{A}{2} + U) - \frac{B}{4u}\ \dots\ (8)</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Some simple changes reduce the number of calculations and also the sizes of coefficients <math>P, Q, R, S.</math> <math>A2 = 8ac - 3b^2</math> where <math>A2 = \frac{A}{2}</math> <math>B4 = 16a^2 d - 8abc + 2b^3</math> where <math>B4 = \frac{B}{4}</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> Then: <math>P = 64</math> <math>Q = 32(A2)(2) = 64A2</math> <math>R = 4(A2)(2)(A2)(2) - 16C = 16A2^2 - 16C</math> <math>S = -(B4)(4)(B4)(4) = -16 B4^2</math> Divide all 4 coefficients by <math>16:</math> <math>P = 4</math> <math>Q = 4A2</math> <math>R = A2^2 - C</math> <math>S = -B4^2</math> <math>V = v^2 = -(A2 + U) - \frac{B4}{u}.</math> A close examination of coefficients <math>R, S</math> shows that both coefficients are always exactly divisible by <math>4.</math> Therefore, all four coefficients may be defined as follows: <math>P = 1</math> <math>Q = A2</math> <math>R = \frac{A2^2 - C}{4}</math> <math>S = \frac{-B4^2}{4}</math> Actual calculations of values <math>R, S</math> are: <syntaxhighlight lang=python> # python code. R = ( (16)*(a)*(a)*(b)*(d) + (16)*(a)*(a)*(c)*(c) + (3)*(b)*(b)*(b)*(b) + (-16)*(a)*(b)*(b)*(c) + (-64)*(a)*(a)*(a)*(e) ) S = ( (64)*(a)*(a)*(a)*(b)*(c)*(d) + (8)*(a)*(b)*(b)*(b)*(b)*(c) + (-16)*(a)*(a)*(b)*(b)*(b)*(d) + (-16)*(a)*(a)*(b)*(b)*(c)*(c) + (-1)*(b)*(b)*(b)*(b)*(b)*(b) + (-64)*(a)*(a)*(a)*(a)*(d)*(d) ) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =Solving quartic equation= This section presents 4 examples that show how to use the depressed quartic and the resolvent cubic to solve the quartic equation. ==Four real roots== {{RoundBoxTop|theme=4}} [[File:0323_2curves01.png|thumb|400px|'''Graphs of quartic function with 4 real roots and associated resolvent cubic.''' </br>Resolvent cubic contains 3 real, positive roots. ]] Calculate roots of: <math>y = f(x) = x^4 - x^3 - 19x^2 - 11x + 30</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 1,-1,-19,-11,30 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> -310 -1320 6669 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 64 -9920 277696 -1742400 </syntaxhighlight> {{RoundBoxBottom}} Calculate roots of cubic function: <math>y = g(x) = 64x^3 - 9920x^2 + 277696x - 1742400.</math> There are 3 real, positive roots: <math>9, 25, 121.</math> Using 3 roots of <math>g(x),</math> calculate 4 roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code for U in (9, 25, 121) : print ('\nU =', U) sqrtU = U ** 0.5 for u in (sqrtU, -sqrtU) : V = -(A/2 + U) - B/(4*u) v = V ** .5 for t in (u+v, u-v) : x = (-b+t) / (4*a) y = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x:',x, '; y:',y) </syntaxhighlight> <syntaxhighlight> U = 9 x: 5.0 ; y: 0.0 x: -3.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -2.0 ; y: 0.0 U = 25 x: 5.0 ; y: 0.0 x: -2.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -3.0 ; y: 0.0 U = 121 x: 5.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -2.0 ; y: 0.0 x: -3.0 ; y: 0.0 </syntaxhighlight> Roots of <math>f(x)</math> are: <math>5, 1, -2, -3.</math> {{RoundBoxBottom}} All 3 values of <math>U</math> produce the same results, but not in same sequence. It is not necessary to calculate all 3 roots of resolvent cubic. Any one non-zero root is sufficient to do the job. ==Two real and two complex roots== ===Example 1=== {{RoundBoxTop|theme=4}} [[File:0323_2curves02.png|thumb|400px|'''Graphs of quartic function with 2 real and 2 complex roots and associated resolvent cubic.''']] Calculate roots of: <math>y = f(x) = x^4 + 2x^3 + 18x^2 - 70x - 87</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 1,2,18,-70,-87 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> 264 -5568 -12208 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 64 8448 474112 -31002624 </syntaxhighlight> {{RoundBoxBottom}} Calculate one real root of cubic function: <math>y = g(x) = 64x^3 + 8448x^2 + 474112x -31002624.</math> <math>36</math> is one real root. Choose <math>U = 36.</math> Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = 36 u1 = U**.5 for u in (u1, -u1) : V = -(A/2 + U) - B/(4*u) if V >= 0 : v = V**.5 else : v = 1j * (-V)**.5 for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =',x, '; sum =',sum ) </syntaxhighlight> <syntaxhighlight> x = 3.0 ; sum = 0.0 x = -1.0 ; sum = 0.0 x = (-2+5j) ; sum = 0j x = (-2-5j) ; sum = 0j </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} ===Example 2=== {{RoundBoxTop|theme=4}} [[File:0321_2curves00.png|thumb|400px| Coefficient <math>d</math> of <math>g(x) = 0.</math> <math></math> ]] Calculate roots of: <math>y = f(x)</math> <math>= 3x^4 - 6x^3 - 41x^2 +44x - 189</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 3, -6, -41, 44, -189 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> -2184, 0, -1229040 </syntaxhighlight> Notice that coefficient <math>B = 0.</math> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 1, -1092, 605376, 0 </syntaxhighlight> Notice that coefficient <math>S = 0.</math> {{RoundBoxBottom}} Calculate roots of cubic function: <math>y = g(x) = x^3 - 1092x^2 + 605376x + 0.</math> Roots are <math>0, 546 \pm 554.3103823671355j.</math> Value <math>0</math> cannot be used because it will cause error <code>Divide by zero</code> at statement <code>V = -(A/2 + U) - B/(4*u)</code>. Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = 546+554.3103823671355j print ('\nU =',U) sqrtU = U ** 0.5 for u in (sqrtU, -sqrtU) : V = -(A/2 + U) - B/(4*u) v = V ** 0.5 s1 = '\nu,v' print (s1,eval(s1)) for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> U = (546+554.3103823671355j) u,v ((25.729935131257832+10.771701901683684j), (25.729935131257832-10.771701901683684j)) x = (4.788322521876306 + 0j) ; sum = (1.9895196601282805e-13 + 0j) x = (0.5 + 1.795283650280614j) ; sum = (5.684341886080802e-14 + 0j) u,v ((-25.729935131257832-10.771701901683684j), (25.729935131257832-10.771701901683684j)) x = (0.5 - 1.795283650280614j) ; sum = (5.684341886080802e-14 + 0j) x = (-3.7883225218763052 + 0j) ; sum = (1.7053025658242404e-13 + 0j) </syntaxhighlight> Values of <math>x</math> are: <math>-3.7883225218763052, 4.788322521876306, 0.5 \pm 1.795283650280614j</math> <math></math><math></math> {{RoundBoxBottom}} ====Depressed quartic as quadratic==== In this example coefficient <math>B</math> of depressed quartic <math>= 0.</math> Therefore, resolvent cubic can be ignored and depressed quartic processed as quadratic in <math>T = t^2.</math> <math>t^4 - 2184t^2 + (0)t - 1229040</math> <math>T^2 - 2184T - 1229040</math> where <math>T = t^2.</math> Solutions of this quadratic are: <math>T_1, T_2 = 2648.1182474349434, -464.11824743494344</math> <syntaxhighlight lang=python> T1,T2 = 2648.1182474349434, -464.11824743494344 t1 = T1 ** 0.5; t2 = ((-T2) ** 0.5) * 1j for t in (t1,-t1,t2,-t2) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> x = 4.788322521876305 ; sum = -1.7053025658242404e-13 x = -3.788322521876305 ; sum = -1.7053025658242404e-13 x = (0.5 + 1.7952836502806138j) ; sum = (-2.842170943040401e-14 + 0j) x = (0.5 - 1.7952836502806138j) ; sum = (-2.842170943040401e-14 + 0j) </syntaxhighlight> or <syntaxhighlight> x = 0.5 ± 4.288322521876305, 0.5 ± 1.7952836502806138j </syntaxhighlight> With precision of 15, values of <math>x</math> are same as those shown above. When roots of quartic function are of form <code>p ± q, p ± r,</code> coefficient <math>B</math> of depressed function <math>= 0.</math> ==Four complex roots== {{RoundBoxTop|theme=4}} [[File:0323_2curves03.png|thumb|400px|'''Graphs of quartic function with 4 complex roots and associated resolvent cubic.''']] Calculate roots of: <math>y = f(x) = x^4 - 20x^3 + 408x^2 + 2296x + 18020</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight> 4128 344064 9683200 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight> 64 132096 -86769664 -118380036096 </syntaxhighlight> {{RoundBoxBottom}} Calculate one root of cubic function: <math>y = g(x) = 64x^3 + 132096x^2 - 86769664x - 118380036096.</math> There are 3 real roots: <math>-2304, -784, 1024.</math> Choose <math>U = -784.</math> Negative <math>U</math> is chosen here to show that any 1 of the roots produces the correct result. Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = -784 u1 = 1j * (-U)**.5 for u in (u1, -u1) : V = -(A/2 + U) - B/(4*u) v = V**.5 for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> # python expresses complex numbers with 'j'. x = (13+19j) ; sum = 0j x = (-3-5j) ; sum = 0j x = (13-19j) ; sum = 0j x = (-3+5j) ; sum = 0j </syntaxhighlight> {{RoundBoxBottom}} =Quartic formula= The substitutions made above can be used to produce a formula for the solution of the quartic equation. See main articles [https://en.wikipedia.org/wiki/Quartic_equation#The_general_case "The general case" ] or [https://en.wikipedia.org/wiki/Quartic_function#General_formula_for_roots "General formula for roots."] {{RoundBoxTop|theme=2}} Both links above point to formula for equation <math>x^4 + ax^3 + bx^2 + cx + d = 0.</math> {{RoundBoxBottom}} Given quartic equation: <math>ax^4 + bx^3 + cx^2 + dx + e = 0,</math> calculate the 4 values of <math>x.</math> <math>x = \frac{-b + t}{4a}</math> where: {{RoundBoxTop|theme=2}} Coefficients of depressed quartic: <math>A = 16ac - 6b^2</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Coefficients of resolvent cubic: <math>a_1 = P = 64</math> <math>b_1 = Q = 32A</math> <math>c_1 = R = 4A^2 - 16C</math> <math>d_1 = S = -B^2</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Coefficients of depressed cubic: <math>A_1 = 9a_1 c_1 - 3b_1^2</math> <math>B_1 = 27a_1^2d_1 - 9a_1b_1c_1 + 2b_1^3</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} One root of resolvent cubic: <math>C_1 = \frac{-A_1}{3} = b_1^2 - 3a_1 c_1</math> <math>\Delta = B_1^2 - 4C_1^3\ \dots\dots\ \Delta</math> may be negative. <math>\delta = \sqrt{\Delta}</math> <math>W = \frac{-B_1 + \delta}{2}</math> <math>w = \sqrt[3]{W}</math> <math>t_1 = w + \frac{C_1}{w}</math> <math>U = \frac{-b_1 + t_1}{3a_1}</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} One root of quartic: <math>u = \sqrt{U}\ \dots\dots\ u</math> may be positive or negative. <math>V = -(\frac{A}{2} + U) - \frac{B}{4u}</math> <math>v = \sqrt{V}\ \dots\dots\ v</math> may be positive or negative. <math>t = u + v</math> {{RoundBoxBottom}} Formula above produces one value of <math>x.</math> Python code below utilizes <math>\pm \sqrt{U}</math> and <math>\pm \sqrt{V}</math> to produce 4 values of <math>t</math> and then, four values of <math>x.</math> ==An example:== {{RoundBoxTop|theme=4}} [[File:0330quartic01.png|thumb|400px|'''Graph of quartic function with 2 real roots.'''</br><math>Y</math> axis compressed for clarity.]] Calculate roots of <math>f(x) = 4x^4 + 4x^3 - 75x^2 - 776x - 1869.</math> <syntaxhighlight lang=python> # Python code. a,b,c,d,e = 4, 4, -75, -776, -1869 values_of_t = [ t # Coefficients of depressed quartic: for A in (16*a*c - 6*b*b,) for B in (64*a*a*d -32*a*b*c + 8*b*b*b,) for C in (256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b,) # Coefficients of resolvent cubic: for a1 in (64,) for b1 in (32*A,) for c1 in (4*A*A - 16*C,) for d1 in (-B*B,) for U in [ # The resolvent cubic: (-b1+t1)/(3*a1) # Coefficients of depressed resolvent cubic: for A1 in (9*a1*c1 - 3*b1*b1,) for B1 in (27*a1*a1*d1 - 9*a1*b1*c1 + 2*b1*b1*b1,) # One root of resolvent cubic: for C1 in (-A1/3,) for Δ in (B1*B1 - 4*C1*C1*C1,) for δ in (Δ**0.5,) for W in ((-B1 + δ)/2,) for w in (W**(1/3),) for t1 in (w + C1/w,) # See note below. ] # Prepare to calculate 4 values of t. for u1 in (U**.5,) for v1 in ( -(A/2 + U) ,) # Calculate 4 values of t. for u in (u1, -u1,) for V in ( v1 - B/(4*u),) for v in (V**.5,) for t in (u+v, u-v) ] print ('values_of_t =', values_of_t) </syntaxhighlight> {{RoundBoxTop|theme=4}} <syntaxhighlight> values_of_t = [116, -44, (-36+64j), (-36-64j)] </syntaxhighlight> Because <math>f(t)</math> is a depressed quartic function, sum of four <code>values_of_t</code> <math>= 116 - 44 - 36(2) = 0.</math> {{RoundBoxBottom}} <syntaxhighlight lang=python> # Python code. # Calculate 4 separate roots. values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] print ('values_of_x =', values_of_x) </syntaxhighlight> <syntaxhighlight lang=python> values_of_x = [7, -3, (-2.5 + 4j), (-2.5 - 4j)] </syntaxhighlight> In python the imaginary part of a complex number is shown with <math>j</math> instead of <math>i.</math> If <math>A == B == C == 0,\ f(x)</math> contains 4 equal roots and <math>x = \frac{-b}{4a}.</math> If <math>f(x)</math> contains 3 or more equal roots, statement <code>for t1 in (w + C1/w,)</code> fails with divisor <math>w = 0.</math> Before using this formula, check for equal roots as in [[Quartic_function#Exactly_3_equal_roots | "Exactly 3 equal roots"]] above. {{RoundBoxTop|theme=1}} Values displayed above have been edited slightly. Actual calculated values were: <syntaxhighlight> values_of_x = [7.000000000000001, -3.0000000000000044, (-2.499999999999998+4.000000000000001j), (-2.4999999999999987-4.000000000000001j)] </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} ==In practice== {{RoundBoxTop|theme=5}} The following Python code implements the quartic formula. However, under statement <code>if B4 == 0 :</code> there is code that processes the depressed quartic as a quadratic in <math>T = t^2.</math> This ensures that execution of formula does not fail with error <code>Divide by zero</code> at statement <code>for V in ( v1 - B4/u,).</code> {{RoundBoxTop|theme=4}} <syntaxhighlight lang=python> # python code import cmath cxSqrt = cmath.sqrt # Square root of complex number. def rootsOfQuartic (abcde) : ''' x1,x2,x3,x4 = rootsOfQuartic ((a,b,c,d,e)) Each member of input must be int or float or Decimal object. Int or Decimal object in input is quietly converted to float. Output may be None. ''' def formatResults (x1x2x3x4) : ''' This function improves appearance of results. (8 + 0j) becomes 8.0 ''' values_of_x = list (x1x2x3x4) for p in (0,1,2,3) : v = values_of_x[p] if isinstance (v, complex) and (v.imag == 0) : values_of_x[p] = v.real return values_of_x status = 0 try : a,b,c,d,e = [ float(v) for v in abcde ] except : status = 1 if status : print ('rootsOfQuartic () 1: Error creating coefficients a,b,c,d,e.') return None if a == 0 : print ('rootsOfQuartic () 2: Coefficient a must be non-zero.') return None # Coefficients of depressed quartic, modified. # A = 16*a*c - 6*b*b A2 = 8*a*c - 3*b*b # B = 64*a*a*d - 32*a*b*c + 8*b*b*b B4 = 16*a*a*d - 8*a*b*c + 2*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b if B4 == 0 : # B = 0. # Result returned from this section is type tuple, indicating that coefficient B4 = 0. if A2==C==0 : # 4 equal roots. root = -b/(4*a) return tuple(formatResults((root,root,root,root))) # t**4 + At**2 + (0)t + C # Depressed quartic is quadratic in T: # T**2 + AT + C where T = t**2 # T**2 + 2(A2)T + C where A = 2(A2) # -2(A2) +/- (4(A2)(A2) - 4C)**0.5 # T = -------------------------------- = -A2 +/- ((A2)(A2) - C)**0.5 # 2 disc = A2*A2 - C if disc >= 0 : root = disc ** 0.5 else : root = ((-disc) ** 0.5) * 1j T1 = -A2 - root ; T2 = -A2 + root t1 = cxSqrt(T1) ; t2 = cxSqrt(T2) values_of_t = (t1,-t1,t2,-t2) values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] return tuple(formatResults(values_of_x)) # B4 is non-zero. Therefore, all of (S, U, u) are non-zero. P,Q,R,S = 1, A2, (A2*A2 - C)/4, -B4*B4/4 # str1 = 'P,Q,R,S' ; print (str1, eval(str1)) U = oneRootOfCubic((P,Q,R,S)) # Resolvent cubic. if U > 0 : sqrtU = U ** 0.5 elif U == 0 : # This should not happen. print ('rootsOfQuartic () 3: Internal error.') return None else : sqrtU = ((-U) ** 0.5) * 1j v1 = -(A2+U) values_of_t = [ t for u in (sqrtU, -sqrtU) for V in ( v1 - B4/u, ) for v in ( cxSqrt(V), ) for t in (u+v, u-v) ] values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] # Result returned from this section is type list, indicating that coefficient B4 != 0. return formatResults(values_of_x) </syntaxhighlight> For function <code>oneRootOfCubic()</code> see [[Cubic_function#In_practice | Cubic_function: In_practice.]] {{RoundBoxBottom}} ===Examples=== {{RoundBoxTop|theme=2}} Python function <code>equalRoots()</code> below implements <code>status</code> as presented under [https://en.wikiversity.org/wiki/Quartic_function#Equal_roots Equal roots] above. <syntaxhighlight lang=python> # python code def equalRoots(abcde) : ''' This function returns True if quartic function contains at least 2 equal roots. ''' a,b,c,d,e = abcde aa = a*a ; aaa = aa*a bb = b*b ; bbb = bb*b ; bbbb = bb*bb cc = c*c ; ccc = cc*c ; cccc = cc*cc ; ccccc = cc*ccc dd = d*d ; ddd = dd*d ; dddd = dd*dd ; ddddd = dd*ddd ; dddddd = ddd*ddd ee = e*e ; eee = ee*e ; eeee = ee*ee v1 = ( +2048*aaa*c*eeee +576*aa*b*ddd*ee +1536*aa*cc*dd*ee +81*aa*dddddd +1152*a*bb*cc*eee +18*a*bb*dddd*e +384*a*b*cc*ddd*e +128*a*ccccc*ee +12*a*ccc*dddd +81*bbbb*dd*ee +144*bbb*cc*d*ee +12*bbb*ddddd +20*bb*ccc*dd*e ) v2 = ( -768*aaa*dd*eee -1536*aa*b*c*d*eee -1024*aa*ccc*eee -648*aa*c*dddd*e -480*a*bb*c*dd*ee -640*a*b*ccc*d*ee -54*a*b*c*ddddd -80*a*cccc*dd*e -216*bbbb*c*eee -86*bbb*c*ddd*e -32*bb*cccc*ee -3*bb*cc*dddd ) return (v1+v2) == 0 t1 = ( ((1, -1, -19, -11, 30), '4 unique, real roots.'), ((4, 4,-119, -60, 675), '4 unique, real roots, B4 = 0.'), ((1, 6, -48,-182, 735), '2 equal roots.'), ((1,-12, 50, -84, 45), '2 equal roots. B4 = 0.'), ((1,-20, 146,-476, 637), '2 equal roots, 2 complex roots.'), ((1,-12, 58,-132, 117), '2 equal roots, 2 complex roots. B4 = 0.'), ((1, -2, -36, 162, -189), '3 equal roots.'), ((1,-20, 150,-500, 625), '4 equal roots. B4 = 0.'), ((1, -6, -11, 60, 100), '2 pairs of equal roots, B4 = 0.'), ((4, 4, -75,-776,-1869), '2 complex roots.'), ((1,-12, 33, 18, -208), '2 complex roots, B4 = 0.'), ((1,-20, 408,2296,18020), '4 complex roots.'), ((1,-12, 83, -282, 442), '4 complex roots, B4 = 0.'), ((1,-12, 62,-156, 169), '2 pairs of equal complex roots, B4 = 0.'), ) for (abcde, comment) in t1 : print () fourRoots = rootsOfQuartic (abcde) print (comment) print (' Coefficients =', abcde) print (' Four roots =', fourRoots) print (' Equal roots detected:', equalRoots(abcde)) # Check results. a,b,c,d,e = abcde for x in fourRoots : # To be exact, a*x**4 + b*x**3 + c*x**2 + d*x + e = 0 sum = (a*x**4 + b*x**3 + c*x**2 + d*x + e) if sum : # Create exception. 1/0 </syntaxhighlight> <syntaxhighlight> 4 unique, real roots. Coefficients = (1, -1, -19, -11, 30) Four roots = [5.0, 1.0, -2.0, -3.0] Equal roots detected: False 4 unique, real roots, B4 = 0. Coefficients = (4, 4, -119, -60, 675) Four roots = (2.5, -3.0, 4.5, -5.0) Equal roots detected: False 2 equal roots. Coefficients = (1, 6, -48, -182, 735) Four roots = [5.0, 3.0, -7.0, -7.0] Equal roots detected: True 2 equal roots. B4 = 0. Coefficients = (1, -12, 50, -84, 45) Four roots = (3.0, 3.0, 5.0, 1.0) Equal roots detected: True 2 equal roots, 2 complex roots. Coefficients = (1, -20, 146, -476, 637) Four roots = [7.0, 7.0, (3+2j), (3-2j)] Equal roots detected: True 2 equal roots, 2 complex roots. B4 = 0. Coefficients = (1, -12, 58, -132, 117) Four roots = ((3+2j), (3-2j), 3.0, 3.0) Equal roots detected: True 3 equal roots. Coefficients = (1, -2, -36, 162, -189) Four roots = [3.0, 3.0, 3.0, -7.0] Equal roots detected: True 4 equal roots. B4 = 0. Coefficients = (1, -20, 150, -500, 625) Four roots = (5.0, 5.0, 5.0, 5.0) Equal roots detected: True 2 pairs of equal roots, B4 = 0. Coefficients = (1, -6, -11, 60, 100) Four roots = (5.0, -2.0, 5.0, -2.0) Equal roots detected: True 2 complex roots. Coefficients = (4, 4, -75, -776, -1869) Four roots = [7.0, -3.0, (-2.5+4j), (-2.5-4j)] Equal roots detected: False 2 complex roots, B4 = 0. Coefficients = (1, -12, 33, 18, -208) Four roots = ((3+2j), (3-2j), 8.0, -2.0) Equal roots detected: False 4 complex roots. Coefficients = (1, -20, 408, 2296, 18020) Four roots = [(13+19j), (13-19j), (-3+5j), (-3-5j)] Equal roots detected: False 4 complex roots, B4 = 0. Coefficients = (1, -12, 83, -282, 442) Four roots = ((3+5j), (3-5j), (3+2j), (3-2j)) Equal roots detected: False 2 pairs of equal complex roots, B4 = 0. Coefficients = (1, -12, 62, -156, 169) Four roots = ((3+2j), (3-2j), (3+2j), (3-2j)) Equal roots detected: True </syntaxhighlight> When description contains note <math>B4 = 0,</math> depressed quartic was processed as quadratic in <math>t^2.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Two Conic Sections= Examples of conic sections include: ellipse, circle, parabola and hyperbola. This section presents examples of two conic sections, circle and ellipse, and how to calculate the coordinates of the point/s of intersection, if any, of the two sections. Let one section with name <math>ABCDEF</math> have equation <math>Ax^2 + By^2 + Cxy + Dx + Ey + F = 0.</math> Let other section with name <math>abcdef</math> have equation <math>ax^2 + by^2 + cxy + dx + ey + f = 0.</math> Because there can be as many as 4 points of intersection, a special "resolvent" quartic function is used to calculate the <math>x</math> coordinates of the point/s of intersection. Coefficients of associated "resolvent" quartic are calculated as follows: <syntaxhighlight lang=python> # python code def intersection_of_2_conic_sections (abcdef, ABCDEF) : ''' A_,B_,C_,D_,E_ = intersection_of_2_conic_sections (abcdef, ABCDEF) where A_,B_,C_,D_,E_ are coefficients of associated resolvent quartic function: y = f(x) = A_*x**4 + B_*x**3 + C_*x**2 + D_*x + E_ ''' A,B,C,D,E,F = ABCDEF a,b,c,d,e,f = abcdef G = ((-1)*(B)*(a) + (1)*(A)*(b)) H = ((-1)*(B)*(d) + (1)*(D)*(b)) I = ((-1)*(B)*(f) + (1)*(F)*(b)) J = ((-1)*(C)*(a) + (1)*(A)*(c)) K = ((-1)*(C)*(d) + (-1)*(E)*(a) + (1)*(A)*(e) + (1)*(D)*(c)) L = ((-1)*(C)*(f) + (-1)*(E)*(d) + (1)*(D)*(e) + (1)*(F)*(c)) M = ((-1)*(E)*(f) + (1)*(F)*(e)) g = ((-1)*(C)*(b) + (1)*(B)*(c)) h = ((-1)*(E)*(b) + (1)*(B)*(e)) A_ = (J)*(g) + (G)*(G) B_ = (J)*(h) + (K)*(g) + (2)*(G)*(H) C_ = (K)*(h) + (L)*(g) + (2)*(G)*(I) + (H)*(H) D_ = (L)*(h) + (M)*(g) + (2)*(H)*(I) E_ = (M)*(h) + (I)*(I) str1 = 'y = ({})x^4 + ({})x^3 + ({})x^2 + ({})x + ({}) '.format(A_,B_,C_,D_,E_) print (str1) return A_,B_,C_,D_,E_ </syntaxhighlight> == With no common point== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections06.png|thumb|400px|'''Two conic sections with no common point.''' </br> Resolvent quartic function (black curve) has no real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 80 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.98x^2 + 6850.532x - 22836.7009.</math> <math>f(x)</math> has no real roots. Therefore, there is no point of intersection. {{RoundBoxBottom}} ==With one common point== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections05.png|thumb|400px|'''Two conic sections with one common point.''' </br> Resolvent quartic function (black curve) has two equal, real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 73 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.84x^2 + 7456.48x - 24355.36.</math> Roots of <math>f(x)</math> are: <math>(-14-22.978250586152114j),</math> <math>(-14+22.978250586152114j),</math> <math>5.8, 5.8.</math> <math>f(x)</math> has 2 equal, real roots at <math>x = 5.8,</math> effectively 1 real root where <math>x = 5.8</math> Therefore, there is one point of intersection where <math>x = 5.8.</math> {{RoundBoxBottom}} ==With two common points== ===Example 1=== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections04.png|thumb|400px|'''Two conic sections with two common points.''' </br> Resolvent quartic function (black curve) has two unique, real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 64 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.66x^2 + 8235.556x - 26681.1841.</math> Roots of <math>f(x)</math> are: <math>(-14.361578825892241-23.341853011785357j),</math> <math>(-14.361578825892241+23.341853011785357j),</math> <math>4.59885619413921, 7.72430145764527.</math> <math>f(x)</math> has 2 unique, real roots at <math>x = 4.59885619413921, 7.72430145764527.</math> Therefore, there are two points of intersections where <math>x = 4.59885619413921, 7.72430145764527.</math> {{RoundBoxBottom}} ===Example 2=== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections01.png|thumb|400px|'''Two conic sections with two common points.''' </br> Resolvent quartic function (black curve) has two pairs of equal roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 18.8x - 1.6y + 53 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 + 37.6x^3 - 504.24x^2 + 2835.04x - 5685.16.</math> Roots of <math>f(x)</math> are:<math>5.8, 5.8, 13, 13.</math> <math>f(x)</math> has 2 pairs of equal roots at <math>x = 5.8, 13,</math> effectively 2 real roots. Therefore, there are two points of intersection where <math>x = 5.8, 13.</math> {{RoundBoxBottom}} ==With 3 common points== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections03.png|thumb|400px|'''Two conic sections with three common points.''' </br> Resolvent quartic function (black curve) has one pair of equal roots and 2 unique, real roots. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 17.6x - 3.2y + 55 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = x^4 - 32.2x^3 + 366.69x^2 - 1784.428x + 3165.1876.</math> Roots of <math>f(x)</math> are:<math>5.8, 5.8, 6.83589838486224, 13.7641016151377 .</math> <math>f(x)</math> has 1 pair of equal roots at <math>x = 5.8</math> and 2 unique, real roots at <math>x = 6.83589838486224, 13.7641016151377,</math> effectively 3 real roots. Therefore, there are three points of intersection where <math>x = 5.8, 6.83589838486224, 13.7641016151377.</math> {{RoundBoxBottom}} ==With 4 common points== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections02.png|thumb|400px|'''Two conic sections with four common points.''' </br> Resolvent quartic function (black curve) has 4 unique, real roots. </br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 18.8x - 1.6y + 62.99 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 + 37.6x^3 - 504.4398x^2 + 2838.79624x - 5544.61147921.</math> Roots of <math>f(x)</math> are:<math>4.36661032156283, 8.77936456353008, 10.0206354364699, 14.4333896784371.</math> <math>f(x)</math> has 4 real roots as shown above. Therefore, there are four points of intersection where <math>x = 4.36661032156283, 8.77936456353008, 10.0206354364699, 14.4333896784371.</math> {{RoundBoxBottom}} ===Values of y=== Section above calculates <math>x</math> coordinates of the four common points. This section calculates <math>y</math> coordinates. Here is the lazy way to do it: {{RoundBoxTop|theme=2}} [[File:0818ResQuartic.png|thumb|400px|'''Graphs of 2 curves, red and blue, with coefficients of <math>x,y</math> reversed.''' </br> Roots of "resolvent" quartic, black curve, are interpreted as values of <math>y.</math> ]] <syntaxhighlight lang=python> # python code # The ellipse: A,B,C,D,E,F = 1.89, 1.61, 0.96, -36.3, -11.6, 130.25 # The circle: a,b,c,d,e,f = 1, 1, 0, -18.8, -1.6, 62.99 # Coefficients of x,y are reversed. abcde = intersection_of_2_conic_sections ((b,a,0,e,d,f), (B,A,C,E,D,F)) values_of_y = rootsOfQuartic (abcde) print (values_of_y) </syntaxhighlight> <syntaxhighlight> [1.6215767432213488, -0.021576743221348723, 5.862095579401657, -4.262095579401658] </syntaxhighlight> By inspection of the diagram above, it is obvious that: <syntaxhighlight lang=python> # python code four_common_points = ( (4.36661032156283, 1.6215767432213488), (8.77936456353009, -4.262095579401658), (10.0206354364699, 5.862095579401657), (14.4333896784372, -0.021576743221348723), ) </syntaxhighlight> Check results: <syntaxhighlight lang=python> # python code def sum_zero (input) : ''' This function calculates sum of all values in input. If sum is very close to 0, this function returns 0. ''' sum = 0 for v in input : sum += v if sum == 0 : return sum tolerance = 1e-14 max = sorted([ abs(v) for v in input ])[-1] if abs(sum) < tolerance*max : return 0 return sum # The ellipse: A,B,C,D,E,F = 1.89, 1.61, 0.96, -36.3, -11.6, 130.25 # The circle: a,b,c,d,e,f = 1, 1, 0, -18.8, -1.6, 62.99 for (x,y) in four_common_points : values = A*x**2, B*y**2, C*x*y, D*x, E*y, F sum1 = sum_zero(values) if sum1 : print ('Error: sum1 =',sum1) values = a*x**2, b*y**2, d*x, e*y, f sum2 = sum_zero(values) if sum2 : print ('Error: sum2 =',sum2) </syntaxhighlight> With tolerance of <math>1e-14</math> there are no errors. Check results with coefficients of <math>x, y</math> reversed: <syntaxhighlight lang=python> # python code # The ellipse: A,B,C,D,E,F = B,A,C,E,D,F # The circle: a,b,c,d,e,f = b,a,c,e,d,f for (y,x) in four_common_points : values = A*x**2, B*y**2, C*x*y, D*x, E*y, F sum3 = sum_zero(values) if sum3 : print ('Error: sum3 =',sum3) values = a*x**2, b*y**2, d*x, e*y, f sum4 = sum_zero(values) if sum4 : print ('Error: sum4 =',sum4) </syntaxhighlight> With tolerance of <math>1e-14</math> there are no errors. {{RoundBoxBottom}} =Links to related topics= {{RoundBoxTop|theme=1}} [[Cubic_function#Cubic_formula | "Cubic formula"]] [[Complex_square_root | "Complex square root" ]] {{RoundBoxBottom}} [[Category:Mathematics]] 12g11qyd7yeoryhocz2ff8qaqkvflae 2817499 2817498 2026-07-01T09:58:00Z ThaniosAkro 2805358 /* With 4 common points */ 2817499 wikitext text/x-wiki The quartic function is the bridge between the cubic function and more advanced functions such as the quintic and sextic. =Objective= {{RoundBoxTop|theme=3}} [[file:Books-aj.svg_aj_ashton_01f.png|right|100px]] * Present quartic function and quartic equation. * Introduce the concept of roots of equal absolute value. * Show how to predict and calculate equal roots, techniques that will be useful when applied to higher order functions. * Simplify the depressed quartic. * Show that the quartic equation is effectively solved when at least one root is known. * Present the "resolvent" cubic function. * Show how to derive and use the quartic formula. {{RoundBoxBottom}} =Lesson= {{RoundBoxTop|theme=2}} ==Introduction== The quartic function is the sum of powers of <math>x</math> from <math>0</math> through <math>4</math>: <math>y = f(x) = ax^4 + bx^3 + cx^2 + dx^1 + ex^0</math> usually written as: <math>y = f(x) = ax^4 + bx^3 + cx^2 + dx + e.</math> If <math>e == 0</math> the function becomes <math>x(ax^3 + bx^2 + cx + d).</math> Within this page we'll say that: * both coefficients <math>a, e</math> must be non-zero, * coefficient <math>a</math> must be positive (simply for our convenience), * all coefficients must be real numbers, accepting that the function may contain complex roots. The quartic equation is the quartic function equated to zero: <math>ax^4 + bx^3 + cx^2 + dx + e = 0</math>. Roots of the function are values of <math>x</math> that satisfy the quartic equation. {{RoundBoxTop|theme=1}} Because the function is "quartic" (maximum power of <math>x</math> is <math>4</math>), the function contains exactly <math>4</math> roots, an even number of complex roots and an even number of real roots. Other combinations of real and complex roots are possible, but they produce complex coefficients. {{RoundBoxBottom}} {{RoundBoxTop|theme=7}} [[File:0312quartic01a.png|thumb|400px|'''Graph of typical quartic function showing minima and maximum.''']] The figure shows a typical quartic function. The function crosses the <math>X</math> axis in 4 different places. The function has 4 roots: <math>(-2,0), (1,0), (5,0), (10,0).</math> This function contains one local minimum, one local maximum and one absolute minimum. There is no absolute maximum. Because the function contains one absolute minimum: * If abs(<math>x</math>) is very large, <math>f(x)</math> is always positive. * If absolute minimum is above <math>X</math> axis, curve does not cross <math>X</math> axis and function contains only complex roots. * There is always at least one point where the curve is parallel to <math>X</math> axis. The curve is never parallel to the <math>Y</math> axis. For any real value of <math>x</math> there is always a real value of <math>y.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} [[File:0312quartic02.png|thumb|400px|'''When coefficient d is missing, there is a stationary point at x = 0.''']] If coefficient <math>d</math> is missing, the quartic function becomes <math>y = ax^4 + bx^3 + cx^2 + e,</math> and <math>y' = 4ax^3 + 3bx^2 + 2cx = x(4ax^2 + 3bx + 2c).</math> For a stationary point <math>y' = x(4ax^2 + 3bx + 2c) = 0.</math> When coefficient <math>d</math> is missing, there is always a stationary point at <math>x = 0.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} [[File:0319quartic02.png|thumb|400px|'''Graph of quartic function that is quadratic in <math>x^2</math>.'''</br>Because coefficient <math>d</math> is missing, there is a stationary point where <math>x = 0.</math>]] If coefficients <math>b, d</math> are missing, the quartic function becomes a quadratic in <math>x^2.</math> The curve (red line) in diagram has equation: <math>y = f(x) = \frac{x^4 - 13x^2 + 36}{5}</math> The quartic equation may be solved as: <math>X^2 - 13X + 36 = 0</math> where <math>X = x^2</math> or <math>x = \sqrt{X}.</math> <math>X = 4</math> or <math>X = 9.</math> <math>x = \pm 2</math> or <math>x = \pm 3.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=1}} [[File:0312quartic03.png|thumb|400px| ]] The quartic function may be expressed as <math>x = ay^4 + by^3 + cy^2 + dy + e.</math> Unless otherwise noted, references to "quartic function" on this page refer to function of form <math>y = ax^4 + bx^3 + cx^2 + dx + e.</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} [[File:0318quartic01.png|thumb|400px|'''Graph of quartic function with coefficient a negative.'''</br>There is no absolute minimum.]] Coefficient <math>a</math> may be negative as shown in diagram. As <code>abs</code><math>(x)</math> increases, the value of <math>f(x)</math> is dominated by the term <math>-ax^4.</math> When <code>abs</code><math>(x)</math> is very large, <math>f(x)</math> is always negative. Unless stated otherwise, any reference to "quartic function" on this page will assume coefficient <math>a</math> positive. {{RoundBoxBottom}} {{RoundBoxTop|theme=1}} [[File:0502quartic01.png|thumb|400px|'''Graph of quartic function with coefficient b missing.''' </br> Sum of roots is <math>0.</math> </br> <math>Y</math>axis compressed for clarity. ]] When sum of roots is <math>0,</math> coefficient <math>b = 0.</math> In the diagram, roots of <math>f(x)</math> are <math>-5, -4, 2, 7.</math> Sum of roots <math>= 0.</math> Therefore coefficient <math>b = 0.</math> {{RoundBoxBottom}} ==Function as product of linear function and cubic== {{RoundBoxTop|theme=3}} [[File:0313quartic01.png|thumb|400px|'''Graphs of quartic function and associated cubic function.''']] When <math>p</math> is a root of the function, the function may be expressed as: <math>(x - p)( Ax^3 + Bx^2 + Cx + D )</math> where <math>A = a;\ B = Ap + b;\ C = Bp + c;\ D = Cp + d.</math> When one real root <math>p</math> is known, the other three roots may be calculated as roots of the cubic function <math>Ax^3 + Bx^2 + Cx + D.</math> In the diagram the quartic function has equation: <math>y = \frac{ x^4 - 23x^3 + 163x^2 - 393x + 252 }{ 48 }.</math> It is known that <math>3</math> is a root of this function. The associated cubic has equation: <math>y = \frac { x^3 - 20x^2 + 103x - 84} { 48 }</math> The 2 curves coincide at points <math>(1, 0),\ (7, 0),\ (12, 0),</math> the three points that are roots of both functions. <math></math> {{RoundBoxBottom}} ==Function defined by 5 points== {{RoundBoxTop|theme=2}} [[File:0313quartic02.png|thumb|400px|'''Figure 1. Quartic function defined by 5 points''' </br>Any 5 points on the curve may be used to define the function.]] Because the quartic function contains 5 coefficients, 5 simultaneous equations are needed to define the function. See Figure 1. The quartic function may be defined by any 5 unique points on the curve. For example, let us choose the five points: <math>(-5,0), (-2,0), (1,0), (3,-6), (6,2)</math> Rearrange the standard quartic function to prepare for the calculation of <math>a,b,c,d,e:</math> <math>x^4 a + x^3 b + x^2 c + x d + 1e - y = 0.</math> For function <code>solveMbyN</code> see [[Solving_simultaneous_equations#Solving_M_by_(M+1) | "Solving simultaneous equations" ]]. {{RoundBoxTop|theme=3}} <syntaxhighlight lang=python> # python code points = (-5,0), (-2,0), (1,0), (3,-6), (6,2) L11 = [] for point in points : x,y = point L11 += [[x*x*x*x, x*x*x, x*x, x, 1, -y]] print (L11) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> [[ 625.0, -125.0, 25.0, -5.0, 1.0, 0.0], # [ 16.0, -8.0, 4.0, -2.0, 1.0, 0.0], # [ 1.0, 1.0, 1.0, 1.0, 1.0, 0.0], # matrix supplied to function solveMbyN() below. [ 81.0, 27.0, 9.0, 3.0, 1.0, 6.0], # 5 rows by 6 columns. [1296.0, 216.0, 36.0, 6.0, 1.0, -2.0]] # </syntaxhighlight> {{RoundBoxBottom}} <syntaxhighlight lang=python> # python code output = solveMbyN(L11) print (output) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> # 5 coefficients a, b, c, d, e: (0.02651515151515152, 0.004545454545454542, -0.847727272727273, -0.728787878787879, 1.5454545454545459) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} Quartic function defined by the 5 points <math>(-5,0), (-2,0), (1,0), (3,-6), (6,2)</math> is <math>y = \frac{0.875 x^4 + 0.15 x^3 - 27.975 x^2 - 24.05 x + 51}{33}.</math> {{RoundBoxBottom}} ==Function defined by 3 points and 2 slopes== {{RoundBoxTop|theme=2}} [[File:0314quartic03.png|thumb|400px|'''Figure 1. Quartic function defined by 3 points and 2 slopes.''' </br>Any 3 points on the curve and the slopes at any 2 of these points may be used to define the function.</br></br>Slope at <math>(-2, -2)\ =</math> slope at <math>(6, -4)\ =\ 0.</math>]] Because the quartic function contains 5 coefficients, 5 simultaneous equations are needed to define the function. See Figure 1. The quartic function may be defined by any 3 unique points on the curve and the slopes at any 2 of these points. For example, let us choose the three points: <math>(-2, -2), (6, -4), (4, 1)</math> At point <math>(-2, -2)</math> slope is <math>0.</math> At point <math>(6, -4)</math> slope is <math>0.</math> Rearrange the standard quartic function to prepare for the calculation of <math>a,b,c,d,e:</math> <math>x^4 a + x^3 b + x^2 c + x d + 1e - y = 0.</math> Rearrange the standard cubic function of slope to prepare for the calculation of <math>a,b,c,d,e:</math> <math> 4 x^3 a + 3 x^2 b + 2 x c + 1 d + 0 e - s = 0.</math> For function <code>solveMbyN</code> see [[Solving_simultaneous_equations#Solving_M_by_(M+1) | "Solving simultaneous equations" ]]. {{RoundBoxTop|theme=3}} <syntaxhighlight lang=python> # python code def makeEntry(input) : x,y,s = ( tuple(input) + (None,) )[:3] L1 = [] if s != None : L2 = [ float(v) for v in [4*x*x*x, 3*x*x, 2*x, 1, 0, -s] ] L1 += [ L2 ] L2 = [ float(v) for v in [x*x*x*x, x*x*x, x*x, x, 1, -y]] L1 += [ L2 ] return L1 t1 = ( (-2,-2, 0), # point (-2, -2) with slope 0. (6,-4, 0), # point (6, -4) with slope 0. (4,1), # point (4, 1) ) L1 = [] for v in t1 : L1 += makeEntry ( v ) print (L1) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> [[ -32.0, 12.0, -4.0, 1.0, 0.0, 0.0], # [ 16.0, -8.0, 4.0, -2.0, 1.0, 2.0], # [ 864.0, 108.0, 12.0, 1.0, 0.0, 0.0], # matrix supplied to function solveMbyN() below. [1296.0, 216.0, 36.0, 6.0, 1.0, 4.0], # 5 rows by 6 columns. [ 256.0, 64.0, 16.0, 4.0, 1.0, -1.0]]. # </syntaxhighlight> {{RoundBoxBottom}} <syntaxhighlight lang=python> # python code output = solveMbyN(L1) print (output) </syntaxhighlight> {{RoundBoxTop|theme=3}} <syntaxhighlight> # 5 coefficients a, b, c, d, e: (0.03255208333333339, -0.2526041666666665, -0.3072916666666667, 2.84375, 2.375) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} Quartic function defined by three points and two slopes is: <math>y = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> ===Associated cubic functions=== {{RoundBoxTop|theme=3}} ====When p == -2==== {{RoundBoxTop|theme=1}} [[File:0314_2curves01.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = -2.''' </br>In this case roots of associated cubic include x = p.]] Quartic function is: <math>y = f(x) = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == -2,</math> associated cubic function is : <math>y = g(x) = \frac{ 1.5625 x^3 - 15.25 x^2 + 15.75 x + 105 } {48}.</math> Three blue vertical lines show 3 values of <math>x</math> where <math>g(x) = 0</math> and <math>f(x) = f(-2)</math> In this case roots of <math>g(x)</math> include <math>x = p.</math> {{RoundBoxBottom}} ====When p == 5==== {{RoundBoxTop|theme=1}} [[File:0314_2curves02.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = 5.''' </br>In this case the one root of associated cubic excludes x = p.]] Quartic function is: <math>y = f(x) = \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == 5,</math> associated cubic function is : <math>y = g(x) = \frac{ 1.5625 x^3 - 4.3125 x^2 - 36.3125 x - 45.0625 } {48}.</math> Two blue vertical lines show 2 values of <math>x</math> where <math>f(x) = f(5)</math> In this case the one root of <math>g(x)</math> excludes <math>x = p.</math> {{RoundBoxBottom}} ====When p == 6==== {{RoundBoxTop|theme=1}} [[File:0315_2curves01.png|thumb|400px|'''Figure 1. Quartic function and associated cubic function when</br>p = 6.''' </br>In this case the one root of associated cubic includes x = p.]] Quartic function is: <math>y = f(x) </math><math>= \frac{ 1.5625 x^4 -12.125 x^3 -14.75 x^2 + 136.5 x + 114.0 } {48}.</math> When <math>p == 6,</math> associated cubic function is: <math>y = g(x) </math><math>= \frac{ 1.5625 x^3 - 2.75 x^2 - 31.25 x - 51 } {48}.</math> One blue vertical line shows 1 value of <math>x</math> where <math>f(x) = f(6)</math> In this case the one root of <math>g(x)</math> includes <math>x = p.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} ==Examples== {{RoundBoxTop|theme=2}} ===Quartic with 2 stationary points=== {{RoundBoxTop|theme=1}} [[File:0315_2statPoints02.png|thumb|400px|'''Graph of quartic function with 2 stationary points.''']] In the diagram the red line represents quartic function <math>y = f(x) = 4(x^4 + 3x^3 + 3x^2 + x) - 1.</math> The grey line <math>g(x)</math> is the first derivative of <math>f(x).</math> The 2 roots of <math>g(x),\ -1</math> and <math>\frac{-1}{4}</math> show that <math>f(x)</math> has stationary points at <math>x = -1</math> and <math>x = -0.25.</math> {{RoundBoxBottom}} ===Quartic with 1 stationary point=== {{RoundBoxTop|theme=1}} [[File:0315_1statPoint.png|thumb|400px|'''Graph of quartic function with 1 stationary point.''']] In the diagram the red line represents quartic function <math>y = f(x) = \frac{x^4 + 3x^3 + 3x^2 + 3x}{2}</math> The grey line <math>g(x)</math> is the first derivative of <math>f(x).</math> The 1 root of <math>g(x),\ -1.607</math> (approx.), shows that <math>f(x)</math> has 1 stationary point where <math>g(x) = 0.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =First and second derivatives= {{RoundBoxTop|theme=1}} ==Points of inflection== {{RoundBoxTop|theme=2}} [[File:0317_3curves01.png|thumb|400px|'''Graphs of quartic function and first two derivatives.'''</br>Dotted portion of black line shows where f(x) is always concave down.</br>Dotted portion of red line shows where g(x) is decreasing.</br>Dotted portion of blue line shows where h(x) is negative.</br>When h(x) is negative, f(x) is concave down.</br>When h(x) is positive, f(x) is concave up.]] In the diagram the black line has equation: <math>y = f(x) = \frac{x^4 - 16x^3 + 42x^2 + 12x + 4}{144}.</math> The first derivative, the red line, has equation: <math>y' = g(x) = \frac{x^3 - 12x^2 + 21x + 3}{36}.</math> The second derivative, the blue line, has equation: <math>y'' = h(x) = \frac{x^2 - 8x + 7}{12}.</math> When <math>x < x_1:</math> * <math>y'</math> is increasing. * <math>y''</math> is positive. * <math>f(x)</math> is always concave up. When <math>x == x_1:</math> * <math>y'</math> is at a local maximum. * <math>y'' = 0.</math> * Concavity of <math>f(x)</math> is between up and down. When <math>x_1 < x < x_2:</math> * <math>y'</math> is decreasing. * <math>y''</math> is negative. * <math>f(x)</math> is always concave down. When <math>x == x_2:</math> * <math>y'</math> is at a local minimum. * <math>y'' = 0.</math> * Concavity of <math>f(x)</math> is between down and up. When <math>x_2 < x:</math> * <math>y'</math> is increasing. * <math>y''</math> is positive. * <math>f(x)</math> is always concave up. {{RoundBoxTop|theme=1}} The roots of <math>h(x): x_1 = 1, x_2 = 7.</math> Let point <math>p_1</math> on <math>f(x)</math> have coordinates <math>(x_1, f(x_1)).</math> Let point <math>p_2</math> on <math>f(x)</math> have coordinates <math>(x_2, f(x_2)).</math> At point <math>p_1</math> concavity of <math>f(x)</math> changes from up to down. At point <math>p_2</math> concavity of <math>f(x)</math> changes from down to up. The points <math>p_1, p_2</math> (the <math>X</math> coordinates of which are roots of <math>h(x)</math>) are the '''points of inflection''' of <math>f(x).</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Maxima and minima== {{RoundBoxTop|theme=2}} [[File:0317_3curves03.png|thumb|400px|'''Graphs of quartic function and first two derivatives showing maximum and minima.'''</br> Point <math>p_{2}</math> on <math>f(x)</math> is a stationary point. <math>f(x)</math> at point <math>p_{2}</math> is concave down. Point <math>p_{2}</math> is local maximum. </br> Point <math>p_{1}</math> on <math>f(x)</math> is a stationary point. <math>f(x)</math> at point <math>p_{1}</math> is concave up. Point <math>p_{1}</math> is local minimum. </br> Similarly, point <math>p_{3}</math> is local minimum. ]] In the diagram the black line has equation: <math>y = f(x) = \frac{1.5625x^4 - 12.125x^3 - 14.75x^2 + 136.5x + 114}{48}.</math> The first derivative, the red line, has equation: <math>y' = g(x) = \frac{6.25x^3 - 36.375x^2 - 29.5x + 136.5}{48}.</math> The second derivative, the blue line, has equation: <math>y'' = h(x) = \frac{18.75x^2 - 72.75x - 29.5}{48}.</math> Roots of <math>g(x):\ x_1 = -2;\ x_2 = 1.82;\ x_3 = 6.</math> Let point <math>p_1</math> on <math>f(x)</math> have coordinates <math>(x_1, f(x_1)).</math> At <math>x_1\ h(x_1)</math> is positive. Point <math>p_1</math> is a stationary point and <math>f(x)</math> at <math>p_1</math> is concave up. Point <math>p_1</math> is a local minimum. Let point <math>p_2</math> on <math>f(x)</math> have coordinates <math>(x_2, f(x_2)).</math> At <math>x_2\ h(x_2)</math> is negative. Point <math>p_2</math> is a stationary point and <math>f(x)</math> at <math>p_2</math> is concave down. Point <math>p_2</math> is a local maximum. Let point <math>p_3</math> on <math>f(x)</math> have coordinates <math>(x_3, f(x_3)).</math> At <math>x_3\ h(x_3)</math> is positive. Point <math>p_3</math> is a stationary point and <math>f(x)</math> at <math>p_3</math> is concave up. Point <math>p_3</math> is a local minimum. {{RoundBoxBottom}} ==Quartic with 2 stationary points== {{RoundBoxTop|theme=3}} [[File:0318_3curves01.png|thumb|400px|'''Graph of quartic function with 2 stationary points and first 2 derivatives.''' </br> Black line: <math>y = f(x) = 4(x^4 + 3x^3 + 3x^2 + x) - 1.</math> </br> Red line: <math>y' = g(x) = 4(4x^3 + 9x^2 + 6x + 1).</math> </br> <math>y'' = h(x) = 4(12x^2 + 18x + 6)</math> </br> Blue line: <math>y'' = 4(2x^2 + 3x + 1) = \frac{h(x)}{6}.</math> </br> Dotted portion of black line shows where <math>f(x)</math> is concave down. ]] In the diagram, point <math>p_1</math> on <math>f(x)</math> has coordinates <math>(x_1, f(x_1)).</math> Similarly, points <math>p_2, p_3</math> have coordinates <math>(x_2, f(x_2)),\ (x_3, f(x_3)).</math> <math>y'</math> has roots: <math>x_1 = -1;\ x_3 = -0.25.</math> Points <math>p_1, p_3</math> are stationary points. <math>y''</math> has roots: <math>x_1 = -1;\ x_2 = -0.5.</math> Points <math>p_1, p_2</math> are points of inflection. At point <math>p_3\ y''</math> is positive. <math>f(x)</math> at <math>p_3</math> is concave up. Point <math>p_3</math> is local minimum. {{RoundBoxTop|theme=2}} Summary: * Point <math>p_1</math> is both stationary point and point of inflection. * Point <math>p_2</math> is point of inflection. * Point <math>p_3</math> is both stationary point and local minimum. {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =The simplest quartic function= {{RoundBoxTop|theme=2}} [[File:0320quartic01.png|thumb|400px|'''Graph of simplest quartic function.''' </br> Point <math>p_1\ (-1.1, 0)</math> is a root of <math>f(x).</math> </br> Point <math>p_2\ (1.1, 0)</math> is a root of <math>f(x).</math> </br> Point <math>p_0\ (0, -1.1^4)</math> is <math>Y</math> intercept of <math>f(x).</math> ]] The simplest quartic function has coefficients <math>b = c = d = 0.</math> Red line in diagram has equation: <math>y = f(x) = x^4 - 1.1^4</math> First derivative (not shown) of <math>f(x):\ y' = g(x) = 4x^3.</math> When <math>x == 0,\ g(x) = 0.</math> There is a stationary point on <math>f(x)</math> when <math>x == 0,</math> point <math>p_0.</math> Second derivative (not shown) of <math>f(x):\ y'' = h(x) = 12x^2.</math> When <math>x == 0,\ h(x) = 0.</math> There is a point of inflection on <math>f(x)</math> when <math>x == 0.</math> For every non-zero value of <math>x,\ h(x)</math> is positive. To left and right of point <math>p_0,\ f(x)</math> is always concave up. Point <math>p_0</math> is both local minimum and absolute minimum. * Point <math>p_0</math> is stationary point and point of inflection and absolute minimum. Curve <math>f(x)</math> is useful for finding the fourth root of a real number. Solve: <math>x = N^{\frac{1}{4}}.</math> <math>x^4 = N.</math> <math>x^4 - N = 0.</math> This is equivalent to finding a root of function <math>y = j(x) = x^4 - N.</math> If you use Newton's method to find a root of <math>j(x),</math> this would be more efficient than solving <math>x = \sqrt{\sqrt{N}}.</math> {{RoundBoxBottom}} =Roots of equal absolute value= {{RoundBoxTop|theme=1}} The standard quartic function: <math>y = ax^4 + bx^3 + cx^2 + dx + e\ \dots\ (1)</math> For <math>x</math> in <math>(1)</math> substitute <math>(p+q).</math> Call this <math>(2).</math> For <math>x</math> in <math>(1)</math> substitute <math>(p-q).</math> Call this <math>(3).</math> Combine <math>(2)</math> and <math>(3)</math> to eliminate <math>q</math> and produce an equation in <math>p:</math> <math>(- 64aaa)pppppp+</math> <math>(- 96aab)ppppp+</math> <math>(- 32aac - 48abb)pppp+</math> <math>(- 32abc - 8bbb)ppp+</math> <math>(+ 16aae - 4abd - 4acc - 8bbc)pp+</math> <math>(+ 8abe - 2bbd - 2bcc)p+</math> <math>(+ add + bbe - bcd)\ =\ 0\ \dots\ (4).</math> We are interested in coefficient <math>0</math> of <math>(4):\ c_0 = add + bbe - bcd.</math> If <math>c_0 == 0,\ p=0</math> is a solution and function <math>(1)</math> has 2 roots of form <math>0 \pm q</math> where <math>q = \sqrt{\frac{-d}{b}}.</math> An example: {{RoundBoxTop|theme=3}} [[File:0320quartic02.png|thumb|400px|'''Graph of quartic function with 2 roots of equal absolute value.''' ]] In the diagram the red line has equation: <math>y = f(x) = \frac{x^4 - 12x^3 + 31x^2 + 48x -140}{45}.</math> <math>a,b,c,d,e = 1,-12,31,48,-140</math> <math>c_0 = add + bbe - bcd </math><math>= 1(48)(48) + (-12)(-12)(-140) - (-12)(31)(48) = 0.</math> <math>f(x)</math> has roots of equal absolute value. <math>q = \sqrt{\frac{-d}{b}} = \sqrt{\frac{-48}{-12}} = \sqrt{4} = \pm 2.</math> The 2 roots of equal absolute value are: <math>2, -2.</math> {{RoundBoxBottom}} The method works with complex roots of equal absolute value: {{RoundBoxTop|theme=2}} [[File:0320quartic03.png|thumb|400px|'''Graph of quartic function with 2 complex roots of equal absolute value.''' ]] In the diagram the red line has equation: <math>y = f(x) = \frac{x^4 - 3x^3 - x^2 - 27x - 90}{50}.</math> <math>a,b,c,d,e = 1,-3,-1,-27,-90</math> <math>c_0 = 0.</math> <math>f(x)</math> has roots of equal absolute value. <math>q = \sqrt{\frac{-d}{b}} = \sqrt{\frac{-(-27)}{-3}} = \sqrt{-9} = \pm 3i.</math> The 2 roots of equal absolute value are: <math>3i, -3i.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Equal roots= {{RoundBoxTop|theme=2}} Equal roots occur when the function and the slope of the function both equal zero. <math>ax^4 + bx^3 + cx^2 + dx + e = 0\ \dots\ (1)</math> <math>4ax^3 + 3bx^2 + 2cx + d = 0\ \dots\ (2)</math> Begin the process of reducing <math>(1),\ (2)</math> to linear functions. Combine <math>(1),\ (2)</math> to produce 2 cubic functions: <math>Fx^3 + Gx^2 + Hx + J\ \dots\ (1a)</math> where: <math>F = ad;\ G = bd - 4ae;\ H = cd - 3be;\ J = dd - 2ce.</math> <math>fx^3 + gx^2 + hx + j\ \dots\ (2a)</math> where: <math>f = 4a;\ g = 3b;\ h = 2c;\ j = d.</math> Combine <math>(1a),\ (2a)</math> to produce 2 quadratic functions: <math>Kx^2 + Lx + M\ \dots\ (1b)</math> where: <math>K = Gf -Fg;\ L = Hf -Fh;\ M = Jf - Fj.</math> <math>kx^2 + lx + m\ \dots\ (2b)</math> where: <math>k = Fj - Jf;\ l = Gj - Jg;\ m = Hj - Jh.</math> Combine <math>(1b),\ (2b)</math> to produce 2 linear functions: <math>Rx + S\ \dots\ (1c)</math> where: <math>R = Lk - Kl;\ S = Mk - Km.</math> <math>rx + s\ \dots\ (2c)</math> where: <math>r = Km-Mk;\ s = Lm - Ml.</math> From <math>(1c):\ x_1 = \frac{-S}{R}</math> From <math>(2c):\ x_2 = \frac{-s}{r}</math> If <math>x_1 == x_2:</math> <math>\frac{-S}{R} = \frac{-s}{r}</math> <math>Rs = rS</math> <math>Rs - Sr = 0.</math> The value <math>Rs - Sr</math> is in fact: <syntaxhighlight> + 2048aaaaacddeeee - 768aaaaaddddeee - 1536aaaabcdddeee + 576aaaabdddddee - 1024aaaacccddeee + 1536aaaaccddddee - 648aaaacdddddde + 81aaaadddddddd + 1152aaabbccddeee - 480aaabbcddddee + 18aaabbdddddde - 640aaabcccdddee + 384aaabccddddde - 54aaabcddddddd + 128aaacccccddee - 80aaaccccdddde + 12aaacccdddddd - 216aabbbbcddeee + 81aabbbbddddee + 144aabbbccdddee - 86aabbbcddddde + 12aabbbddddddd - 32aabbccccddee + 20aabbcccdddde - 3aabbccdddddd </syntaxhighlight> which, by removing values <math>aa, d</math><math>d</math> (common to all values), may be reduced to: <syntaxhighlight> status = ( + 2048aaaceeee - 768aaaddeee - 1536aabcdeee + 576aabdddee - 1024aaccceee + 1536aaccddee - 648aacdddde + 81aadddddd + 1152abbcceee - 480abbcddee + 18abbdddde - 640abcccdee + 384abccddde - 54abcddddd + 128acccccee - 80accccdde + 12acccdddd - 216bbbbceee + 81bbbbddee + 144bbbccdee - 86bbbcddde + 12bbbddddd - 32bbccccee + 20bbcccdde - 3bbccdddd ) </syntaxhighlight> If <math>status == 0,</math> there are at least 2 equal roots which may be calculated as shown below. {{RoundBoxTop|theme=2}} If coefficient <math>d</math> is non-zero, it is not necessary to calculate <math>status.</math> If coefficient <math>d == 0,</math> verify that <math>status = 0</math> before proceeding. {{RoundBoxBottom}} ==No equal roots== {{RoundBoxTop|theme=1}} [[File:0320quartic03.png|thumb|400px|'''Graph of quartic function with no equal roots.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 3x^3 - x^2 - 27x - 90}{50}</math> <math>a,b,c,d,e = 1, -3, -1, -27, -90</math> <math>R, S = 15269148, -35977608</math> <math>x_1 = \frac{-S}{R} = \frac{35977608}{15269148} = 2.3562289133617\dots</math> <math>r, s = 35977608, -60634332</math> <math>x_2 = \frac{-s}{r} = \frac{60634332}{35977608} = 1.685335278543253\dots</math> <math>x_1 != x_2.</math> There are no equal roots. {{RoundBoxBottom}} ==Exactly 2 equal roots== {{RoundBoxTop|theme=1}} [[File:0329quartic04.png|thumb|400px|'''Graph of quartic function with exactly 2 equal roots.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 + 6x^3 - 48x^2 - 182x + 735}{100}</math> <math>a,b,c,d,e = 1, 6, -48, -182, 735</math> <math>R, S = -1027353600, -7191475200</math> <math>x_1 = \frac{-S}{R} = \frac{7191475200}{-1027353600} = -7</math> <math>r, s = 7191475200, 50340326400</math> <math>x_2 = \frac{-s}{r} = \frac{-50340326400}{7191475200} = -7</math> <math>x_1 = x_2 = -7.</math> There are 2 equal roots at <math>x = -7.</math> {{RoundBoxTop|theme=2}} The following 3 graphs show the steps that lead to calculation of equal roots at point <math>(-7, 0).</math> <gallery> File:0914quartic00.png|<small>Figure 1. graph of <math>f(x)</math> and 2 associated cubic functions.</small> File:0914quartic01.png|<small>Figure 2. graph of <math>f(x)</math> and 2 associated quadratic functions.</small> File:0914quartic02.png|<small>Figure 3. graph of <math>f(x)</math> and 2 associated linear functions.</small> </gallery> In all graphs, all curves have a common root at point <math>(-7, 0).</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=4}} See [[Quartic_function#Function_as_product_of_linear_function_and_cubic | "Function as product of linear function and cubic"]] above. To calculate all roots: <syntaxhighlight lang=python> # python code. a,b,c,d,e = 1,6,-48,-182,735 # The associated cubic: p = -7 A = a B = A*p + b C = B*p + c D = C*P + d # The associated quadratic: a1 = A b1 = a1*p + B c1 = b1*p + C a1,b1,c1 </syntaxhighlight> <syntaxhighlight> (1, -8, 15) </syntaxhighlight> Roots of quadratic function <math>g(x) = x^2 - 8x + 15</math> are <math>3, 5.</math> All roots of <math>f(x)</math> are <math>-7, -7, 3, 5.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Exactly 3 equal roots== {{RoundBoxTop|theme=1}} [[File:0320_2curves01.png|thumb|400px|'''Graph of quartic function with exactly 3 equal roots and corresponding quadratic.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 2x^3 - 36x^2 + 162x - 189}{100}</math> <math>a,b,c,d,e = 1, -2, -36, 162, -189</math> <math>R, S = 0, 0\ \dots\dots\ (1c)</math> <math>r, s = 0, 0\ \dots\dots\ (2c)</math> In this case the calculation of <math>x_1, x_2</math> is not appropriate because there are more than 2 equal roots. Try equations <math>(1b), (2b).</math> Both of these are equivalent to: <math>y = g(x) = x^2 - 6x + 9,</math> blue line in diagram. Discriminant of <math>g(x) = (-6)^2 - 4(1)(9) = 0.\ g(x)</math> has two equal roots at <math>x = \frac{-(-6)}{2(1)} = 3.</math> Therefore <math>f(x)</math> has 3 equal roots at <math>x = 3.</math> {{RoundBoxBottom}} ==Four equal roots== {{RoundBoxTop|theme=1}} [[File:0321_2curves01.png|thumb|400px|'''Graph of quartic function with 4 equal roots and corresponding cubic.''' </br> <math>g(x) = \frac{f'(x)}{4}.</math> ]] Red line in diagram is of function: <math>y = f(x) = x^4 - 20x^3 + 150x^2 - 500x + 625.</math> <math>a,b,c,d,e = 1, -20, 150, -500, 625</math> <math>R, S = 0, 0</math> <math>r, s = 0, 0</math> <math>K, L, M = 0, 0, 0</math> <math>k, l, m = 0, 0, 0</math> In this case <math>(1b), (2b), (1c), (2c)</math> are all null. This is the only case in which <math>(1b), (2b)</math> are null. <math>(1a), (2a)</math> are both equivalent to: <math>y = g(x) = x^3 - 15x^2 + 75x - 125,</math> blue line in diagram. <math>g(x)</math> has one root at <math>x = 5.</math> Therefore <math>f(x)</math> has 4 equal roots at <math>x = 5.</math> {{RoundBoxBottom}} ==Two pairs of equal roots== {{RoundBoxTop|theme=1}} [[File:0321_2curves02.png|thumb|400px|'''Graph of quartic function with 2 pairs of equal roots and corresponding quadratic.''' ]] Red line in diagram is of function: <math>y = f(x) = \frac{x^4 - 6x^3 - 11x^2 + 60x + 100}{20}.</math> <math>a,b,c,d,e = 1, -6, -11, 60, 100</math> <math>R, S = 0, 0</math> <math>r, s = 0, 0</math> In this case <math>(1c), (2c)</math> are both null. <math>(1b), (2b)</math> are both equivalent to: <math>y = g(x) = \frac{x^2 - 3x - 10}{20},</math> blue line in diagram. <math>g(x)</math> has one root at <math>x = -2</math> and one root at <math>x = 5.</math> Therefore <math>f(x)</math> has 2 equal roots at <math>x = -2</math> and 2 equal roots at <math>x = 5.</math> {{RoundBoxTop|theme=2}} [[File:0408_2curves02.png|thumb|400px|'''Graph of quartic function with 2 pairs of equal, complex roots and corresponding quadratic.''' </br> <math>g(x) = (x-(3-2i))(x-(3+2i)) = x^2 - 6x + 13.</math> </br> <math>f(x) = (g(x))^2.</math> ]] This method is valid for complex roots. For example: <math>y = f(x) = x^4 - 12x^3 + 62x^2 - 156x + 169.</math> <math>a,b,c,d,e = 1,-12,62,-156,169.</math> In this case <math>(1c),\ (2c)</math> are both null. <math>(1b),\ (2b)</math> are both equivalent to: <math>y = g(x) = x^2 - 6x + 13,</math> blue line in diagram. Roots of <math>g(x)</math> are <math>3 \pm 2i.</math> <math>f(x)</math> has 2 roots equal to <math>3 + 2i</math> and 2 roots equal to <math>3 - 2i.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Summmary== {{RoundBoxTop|theme=1}} {| class="wikitable" |- ! || No equal roots !! 2 equal roots !! 3 equal roots !! 4 equal roots !! 2 pairs of equal roots |- | Cubic: 1(a), 2(a) | different | different | different | same | different |- | Quadratic: 1(b), 2(b) | different | different | same, 1root | null | same, 2roots |- | Linear: 1(c), 2(c) | different | same | null | null | null |} {{RoundBoxBottom}} ==Caution== {{RoundBoxTop|theme=4}} [[File:0915quartic02.png|thumb|400px| Calculation of false equal roots.</br> In this example, method calculates 2 legitimate equal roots at <math>(4, 0)</math> and 2 false equal roots at <math>(7.543296089385474,0).</math> <math></math> ]] Black line in diagram has equation: <math>y = f(x) = 0.012684240362811794x^4</math> <math> -\ 0.19522392290249435x^3 </math> <math> +\ 0.7654478458049887x^2 + 0x - 3. </math> <math>f(x)</math> is a quartic function with exactly 2 equal roots and coefficient <math>d</math> missing. Calculation of equal roots of <math>f(x)</math> gives linear functions <math>(1c), (2c)</math> null and quadratic functions <math>(1b), (2b)</math> with equal roots of <math> (4,0), (7.543296089385474,0). </math> Usually, this indicates that <math>f(x)</math> should have 2 equal roots at <math>(4,0)</math> and 2 equal roots at <math>(7.543296089385474,0).</math> It is obvious that <math>7.543296089385474</math> is not a root of <math>f(x).</math> When <math>x = 7.543296089385474,</math> slope of derivative <math>g(x) = 0.</math> Value of <math>f(x)\ != 0.</math> This example indicates that it would be wise to verify that calculated equal roots are in fact valid roots of <math>f(x).</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Depressed quartic= {{RoundBoxTop|theme=1}} A depressed quartic is any quartic function with any one or more of coefficients <math>b,c,d</math> missing. Within this section a depressed quartic has coefficient <math>b</math> missing. To produce the depressed quartic: <math>y = ax^4 + bx^3 + cx^2 + dx + e\ \dots\ (1)</math> <math>y = \frac{(4^4 a^3)(ax^4 + bx^3 + cx^2 + dx + e)}{4^4 a^3}\ \dots\ (2)</math> Let <math>x = \frac{-b + t}{4a}.</math> Substitute in <math>(2),</math> expand and simplify: <math>y = \frac{t^4 + At^2 + Bt + C}{4^4a^3}\ \dots\ (3)</math> where: <math>A = 16ac - 6b^2</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> When equated to <math>0,\ (3)</math> becomes the depressed equation: <math>t^4 + At^2 + Bt + C = 0\ \dots\ (4).</math> Be prepared for the possibility that any 1 or more of <math>A, B, C</math> may be zero. ==Coefficient B missing== {{RoundBoxTop|theme=2}} [[File:0322_3curves01.png|thumb|400px|'''Graph of quartic function that resembles a quadratic.''' ]] If coefficient <math>B == 0,\ (4)</math> becomes a quadratic in <math>t^2:</math> <math>t^4 + At^2 + C = 0.</math> <math>(1)</math> has the appearance of a quadratic. The black line: <math>y = f(x) = \frac{x^4 - 4x^3 + 9x^2 - 10x + 5}{10}</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>= 8( 8(-10) - 4(-4)(9) + -64 )</math> <math>= 8(-80 + 144 - 64)</math> <math>= 8(0) = 0.</math> The red line: <math>y' = g(x) = \frac{4x^3 - 12x^2 + 18x - 10}{10}</math> <math>y' = g(x) = 0</math> where <math>x = 1.</math> The grey line: <math>y'' = h(x) = \frac{12x^2 - 24x + 18}{10}</math> * Absolute minima of <math>f(x)</math> and of <math>h(x)</math> and point of inflection of <math>g(x)</math> occur where <math>x = \frac{-b}{4} = 1.</math> * <math>y''</math> is always positive. <math>f(x)</math> is always concave up. * <math>f(1 + p) = f(1-p).</math> {{RoundBoxTop|theme=3}} If <math>(1)</math> contains 2 pairs of equal roots, coefficient <math>B = 0.</math> The converse is not necessarily true. If <math>(1)</math> contains 4 equal roots, coefficients <math>A = B = C = 0.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} ==Coefficient C missing== {{RoundBoxTop|theme=2}} [[File:0501quartic01.png|thumb|400px|'''Graph of quartic function with coefficient C of depressed function missing.''' </br> <math>Y</math> axis compressed for clarity. ]] If coefficient <math>C == 0,\ (4)</math> becomes: <math>t^4 + At^2 + Bt = t(t^3 + At + B) = 0</math> in which case <math>t = 0</math> is a solution and <math>x = \frac{-b}{4a}</math> is a root of <math>(1).</math> Curve (red line) in example has equation: <math>y = f(x) = 8x^4 + 16x^3 + 24x^2 + 89x + 40.</math> Coefficients of depressed function are: <syntaxhighlight lang=python> # python code a,b,c,d,e = 8, 16, 24, 89, 40 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b A,B,C </syntaxhighlight> <syntaxhighlight> (1536, 299008, 0) </syntaxhighlight> Coefficient <math>C</math> of depressed function is missing. <math>t = 0</math> is a solution. Using <math>x = \frac{-b + t}{4a},</math> one root of <math>f(x) = \frac{-16 + 0}{4(8)} = -0.5.</math> {{RoundBoxBottom}} ==Resolvent cubic== {{RoundBoxTop|theme=1}} This section introduces a special cubic function called "resolvent" because it helps to resolve a requirement, the calculation of the roots of the quartic. The depressed quartic: <math>t^4 + At^2 + Bt + C\ \dots\ (1)</math> For <math>t</math> substitute <math>(u+v)\ \dots\ (2)</math> For <math>t</math> substitute <math>(u-v)\ \dots\ (3)</math> <math>(2)+(3):\ 2Auu + 2Avv + 2Bu + 2C + 2uuuu + 12uuvv + 2vvvv\ \dots\ (4)</math> Simplify <math>(4):\ Auu + AV + Bu + C + uuuu + 6uuV + VV\ \dots\ (4a)</math> <math>(2)-(3):\ 4Auv + 2Bv + 8uuuv + 8uvvv\ \dots\ (5)</math> Simplify <math>(5):\ 2Au + B + 4uuu + 4uV\ \dots\ (5a)</math> From <math>(5a):\ 4uV = -(2Au + B + 4uuu)\ \dots\ (5b)</math> <math>(4a)*4u4u:\ 4u4uAuu + A4u(4uV) + 4u4uBu + 4u4uC + 4u4uuuuu + 6uu4u(4uV) + (4uV)(4uV)\ \dots\ (6)</math> In <math>(6)</math> replace <math>4uV</math> with <math>(-(2Au + B + 4uuu)),</math> expand, simplify, gather like terms and result is: <math>Pu^6 + Qu^4 + Ru^2 + S</math> or {{RoundBoxTop|theme=2}} <math>PU^3 + QU^2 + RU + S\ \dots\ (7)</math> where: <math>U = u^2</math> <math>P = 64</math> <math>Q = 32A</math> <math>R = 4A^2 - 16C</math> <math>S = -B^2</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} From <math>(5b):\ V = v^2 = \frac{-(2Au + B + 4uuu)}{4u} = -(\frac{A}{2} + U) - \frac{B}{4u}\ \dots\ (8)</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Some simple changes reduce the number of calculations and also the sizes of coefficients <math>P, Q, R, S.</math> <math>A2 = 8ac - 3b^2</math> where <math>A2 = \frac{A}{2}</math> <math>B4 = 16a^2 d - 8abc + 2b^3</math> where <math>B4 = \frac{B}{4}</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> Then: <math>P = 64</math> <math>Q = 32(A2)(2) = 64A2</math> <math>R = 4(A2)(2)(A2)(2) - 16C = 16A2^2 - 16C</math> <math>S = -(B4)(4)(B4)(4) = -16 B4^2</math> Divide all 4 coefficients by <math>16:</math> <math>P = 4</math> <math>Q = 4A2</math> <math>R = A2^2 - C</math> <math>S = -B4^2</math> <math>V = v^2 = -(A2 + U) - \frac{B4}{u}.</math> A close examination of coefficients <math>R, S</math> shows that both coefficients are always exactly divisible by <math>4.</math> Therefore, all four coefficients may be defined as follows: <math>P = 1</math> <math>Q = A2</math> <math>R = \frac{A2^2 - C}{4}</math> <math>S = \frac{-B4^2}{4}</math> Actual calculations of values <math>R, S</math> are: <syntaxhighlight lang=python> # python code. R = ( (16)*(a)*(a)*(b)*(d) + (16)*(a)*(a)*(c)*(c) + (3)*(b)*(b)*(b)*(b) + (-16)*(a)*(b)*(b)*(c) + (-64)*(a)*(a)*(a)*(e) ) S = ( (64)*(a)*(a)*(a)*(b)*(c)*(d) + (8)*(a)*(b)*(b)*(b)*(b)*(c) + (-16)*(a)*(a)*(b)*(b)*(b)*(d) + (-16)*(a)*(a)*(b)*(b)*(c)*(c) + (-1)*(b)*(b)*(b)*(b)*(b)*(b) + (-64)*(a)*(a)*(a)*(a)*(d)*(d) ) </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} {{RoundBoxBottom}} =Solving quartic equation= This section presents 4 examples that show how to use the depressed quartic and the resolvent cubic to solve the quartic equation. ==Four real roots== {{RoundBoxTop|theme=4}} [[File:0323_2curves01.png|thumb|400px|'''Graphs of quartic function with 4 real roots and associated resolvent cubic.''' </br>Resolvent cubic contains 3 real, positive roots. ]] Calculate roots of: <math>y = f(x) = x^4 - x^3 - 19x^2 - 11x + 30</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 1,-1,-19,-11,30 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> -310 -1320 6669 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 64 -9920 277696 -1742400 </syntaxhighlight> {{RoundBoxBottom}} Calculate roots of cubic function: <math>y = g(x) = 64x^3 - 9920x^2 + 277696x - 1742400.</math> There are 3 real, positive roots: <math>9, 25, 121.</math> Using 3 roots of <math>g(x),</math> calculate 4 roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code for U in (9, 25, 121) : print ('\nU =', U) sqrtU = U ** 0.5 for u in (sqrtU, -sqrtU) : V = -(A/2 + U) - B/(4*u) v = V ** .5 for t in (u+v, u-v) : x = (-b+t) / (4*a) y = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x:',x, '; y:',y) </syntaxhighlight> <syntaxhighlight> U = 9 x: 5.0 ; y: 0.0 x: -3.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -2.0 ; y: 0.0 U = 25 x: 5.0 ; y: 0.0 x: -2.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -3.0 ; y: 0.0 U = 121 x: 5.0 ; y: 0.0 x: 1.0 ; y: 0.0 x: -2.0 ; y: 0.0 x: -3.0 ; y: 0.0 </syntaxhighlight> Roots of <math>f(x)</math> are: <math>5, 1, -2, -3.</math> {{RoundBoxBottom}} All 3 values of <math>U</math> produce the same results, but not in same sequence. It is not necessary to calculate all 3 roots of resolvent cubic. Any one non-zero root is sufficient to do the job. ==Two real and two complex roots== ===Example 1=== {{RoundBoxTop|theme=4}} [[File:0323_2curves02.png|thumb|400px|'''Graphs of quartic function with 2 real and 2 complex roots and associated resolvent cubic.''']] Calculate roots of: <math>y = f(x) = x^4 + 2x^3 + 18x^2 - 70x - 87</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 1,2,18,-70,-87 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> 264 -5568 -12208 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 64 8448 474112 -31002624 </syntaxhighlight> {{RoundBoxBottom}} Calculate one real root of cubic function: <math>y = g(x) = 64x^3 + 8448x^2 + 474112x -31002624.</math> <math>36</math> is one real root. Choose <math>U = 36.</math> Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = 36 u1 = U**.5 for u in (u1, -u1) : V = -(A/2 + U) - B/(4*u) if V >= 0 : v = V**.5 else : v = 1j * (-V)**.5 for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =',x, '; sum =',sum ) </syntaxhighlight> <syntaxhighlight> x = 3.0 ; sum = 0.0 x = -1.0 ; sum = 0.0 x = (-2+5j) ; sum = 0j x = (-2-5j) ; sum = 0j </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} ===Example 2=== {{RoundBoxTop|theme=4}} [[File:0321_2curves00.png|thumb|400px| Coefficient <math>d</math> of <math>g(x) = 0.</math> <math></math> ]] Calculate roots of: <math>y = f(x)</math> <math>= 3x^4 - 6x^3 - 41x^2 +44x - 189</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> a,b,c,d,e = 3, -6, -41, 44, -189 A = 16*a*c - 6*b*b B = 64*a*a*d - 32*a*b*c + 8*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b print (A,B,C) </syntaxhighlight> <syntaxhighlight> -2184, 0, -1229040 </syntaxhighlight> Notice that coefficient <math>B = 0.</math> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> P = 64 Q = 32*A R = 4*A*A - 16*C S = -B*B print (P,Q,R,S) </syntaxhighlight> <syntaxhighlight> 1, -1092, 605376, 0 </syntaxhighlight> Notice that coefficient <math>S = 0.</math> {{RoundBoxBottom}} Calculate roots of cubic function: <math>y = g(x) = x^3 - 1092x^2 + 605376x + 0.</math> Roots are <math>0, 546 \pm 554.3103823671355j.</math> Value <math>0</math> cannot be used because it will cause error <code>Divide by zero</code> at statement <code>V = -(A/2 + U) - B/(4*u)</code>. Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = 546+554.3103823671355j print ('\nU =',U) sqrtU = U ** 0.5 for u in (sqrtU, -sqrtU) : V = -(A/2 + U) - B/(4*u) v = V ** 0.5 s1 = '\nu,v' print (s1,eval(s1)) for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> U = (546+554.3103823671355j) u,v ((25.729935131257832+10.771701901683684j), (25.729935131257832-10.771701901683684j)) x = (4.788322521876306 + 0j) ; sum = (1.9895196601282805e-13 + 0j) x = (0.5 + 1.795283650280614j) ; sum = (5.684341886080802e-14 + 0j) u,v ((-25.729935131257832-10.771701901683684j), (25.729935131257832-10.771701901683684j)) x = (0.5 - 1.795283650280614j) ; sum = (5.684341886080802e-14 + 0j) x = (-3.7883225218763052 + 0j) ; sum = (1.7053025658242404e-13 + 0j) </syntaxhighlight> Values of <math>x</math> are: <math>-3.7883225218763052, 4.788322521876306, 0.5 \pm 1.795283650280614j</math> <math></math><math></math> {{RoundBoxBottom}} ====Depressed quartic as quadratic==== In this example coefficient <math>B</math> of depressed quartic <math>= 0.</math> Therefore, resolvent cubic can be ignored and depressed quartic processed as quadratic in <math>T = t^2.</math> <math>t^4 - 2184t^2 + (0)t - 1229040</math> <math>T^2 - 2184T - 1229040</math> where <math>T = t^2.</math> Solutions of this quadratic are: <math>T_1, T_2 = 2648.1182474349434, -464.11824743494344</math> <syntaxhighlight lang=python> T1,T2 = 2648.1182474349434, -464.11824743494344 t1 = T1 ** 0.5; t2 = ((-T2) ** 0.5) * 1j for t in (t1,-t1,t2,-t2) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> x = 4.788322521876305 ; sum = -1.7053025658242404e-13 x = -3.788322521876305 ; sum = -1.7053025658242404e-13 x = (0.5 + 1.7952836502806138j) ; sum = (-2.842170943040401e-14 + 0j) x = (0.5 - 1.7952836502806138j) ; sum = (-2.842170943040401e-14 + 0j) </syntaxhighlight> or <syntaxhighlight> x = 0.5 ± 4.288322521876305, 0.5 ± 1.7952836502806138j </syntaxhighlight> With precision of 15, values of <math>x</math> are same as those shown above. When roots of quartic function are of form <code>p ± q, p ± r,</code> coefficient <math>B</math> of depressed function <math>= 0.</math> ==Four complex roots== {{RoundBoxTop|theme=4}} [[File:0323_2curves03.png|thumb|400px|'''Graphs of quartic function with 4 complex roots and associated resolvent cubic.''']] Calculate roots of: <math>y = f(x) = x^4 - 20x^3 + 408x^2 + 2296x + 18020</math> {{RoundBoxBottom}} Calculate coefficients of depressed quartic: {{RoundBoxTop|theme=2}} <syntaxhighlight> 4128 344064 9683200 </syntaxhighlight> {{RoundBoxBottom}} Calculate coefficients of resolvent cubic: {{RoundBoxTop|theme=2}} <syntaxhighlight> 64 132096 -86769664 -118380036096 </syntaxhighlight> {{RoundBoxBottom}} Calculate one root of cubic function: <math>y = g(x) = 64x^3 + 132096x^2 - 86769664x - 118380036096.</math> There are 3 real roots: <math>-2304, -784, 1024.</math> Choose <math>U = -784.</math> Negative <math>U</math> is chosen here to show that any 1 of the roots produces the correct result. Calculate roots of <math>f(x):</math> {{RoundBoxTop|theme=2}} <syntaxhighlight lang=python> # python code U = -784 u1 = 1j * (-U)**.5 for u in (u1, -u1) : V = -(A/2 + U) - B/(4*u) v = V**.5 for t in (u+v, u-v) : x = (-b+t)/(4*a) # Check result. Expecting sum = 0. sum = a*x**4 + b*x**3 + c*x**2 + d*x + e print ('x =', x,'; sum =',sum) </syntaxhighlight> <syntaxhighlight> # python expresses complex numbers with 'j'. x = (13+19j) ; sum = 0j x = (-3-5j) ; sum = 0j x = (13-19j) ; sum = 0j x = (-3+5j) ; sum = 0j </syntaxhighlight> {{RoundBoxBottom}} =Quartic formula= The substitutions made above can be used to produce a formula for the solution of the quartic equation. See main articles [https://en.wikipedia.org/wiki/Quartic_equation#The_general_case "The general case" ] or [https://en.wikipedia.org/wiki/Quartic_function#General_formula_for_roots "General formula for roots."] {{RoundBoxTop|theme=2}} Both links above point to formula for equation <math>x^4 + ax^3 + bx^2 + cx + d = 0.</math> {{RoundBoxBottom}} Given quartic equation: <math>ax^4 + bx^3 + cx^2 + dx + e = 0,</math> calculate the 4 values of <math>x.</math> <math>x = \frac{-b + t}{4a}</math> where: {{RoundBoxTop|theme=2}} Coefficients of depressed quartic: <math>A = 16ac - 6b^2</math> <math>B = 64a^2 d - 32abc + 8b^3</math> <math>C = 256a^3e - 64a^2 bd + 16ab^2 c - 3 b^4</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Coefficients of resolvent cubic: <math>a_1 = P = 64</math> <math>b_1 = Q = 32A</math> <math>c_1 = R = 4A^2 - 16C</math> <math>d_1 = S = -B^2</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} Coefficients of depressed cubic: <math>A_1 = 9a_1 c_1 - 3b_1^2</math> <math>B_1 = 27a_1^2d_1 - 9a_1b_1c_1 + 2b_1^3</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} One root of resolvent cubic: <math>C_1 = \frac{-A_1}{3} = b_1^2 - 3a_1 c_1</math> <math>\Delta = B_1^2 - 4C_1^3\ \dots\dots\ \Delta</math> may be negative. <math>\delta = \sqrt{\Delta}</math> <math>W = \frac{-B_1 + \delta}{2}</math> <math>w = \sqrt[3]{W}</math> <math>t_1 = w + \frac{C_1}{w}</math> <math>U = \frac{-b_1 + t_1}{3a_1}</math> {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} One root of quartic: <math>u = \sqrt{U}\ \dots\dots\ u</math> may be positive or negative. <math>V = -(\frac{A}{2} + U) - \frac{B}{4u}</math> <math>v = \sqrt{V}\ \dots\dots\ v</math> may be positive or negative. <math>t = u + v</math> {{RoundBoxBottom}} Formula above produces one value of <math>x.</math> Python code below utilizes <math>\pm \sqrt{U}</math> and <math>\pm \sqrt{V}</math> to produce 4 values of <math>t</math> and then, four values of <math>x.</math> ==An example:== {{RoundBoxTop|theme=4}} [[File:0330quartic01.png|thumb|400px|'''Graph of quartic function with 2 real roots.'''</br><math>Y</math> axis compressed for clarity.]] Calculate roots of <math>f(x) = 4x^4 + 4x^3 - 75x^2 - 776x - 1869.</math> <syntaxhighlight lang=python> # Python code. a,b,c,d,e = 4, 4, -75, -776, -1869 values_of_t = [ t # Coefficients of depressed quartic: for A in (16*a*c - 6*b*b,) for B in (64*a*a*d -32*a*b*c + 8*b*b*b,) for C in (256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b,) # Coefficients of resolvent cubic: for a1 in (64,) for b1 in (32*A,) for c1 in (4*A*A - 16*C,) for d1 in (-B*B,) for U in [ # The resolvent cubic: (-b1+t1)/(3*a1) # Coefficients of depressed resolvent cubic: for A1 in (9*a1*c1 - 3*b1*b1,) for B1 in (27*a1*a1*d1 - 9*a1*b1*c1 + 2*b1*b1*b1,) # One root of resolvent cubic: for C1 in (-A1/3,) for Δ in (B1*B1 - 4*C1*C1*C1,) for δ in (Δ**0.5,) for W in ((-B1 + δ)/2,) for w in (W**(1/3),) for t1 in (w + C1/w,) # See note below. ] # Prepare to calculate 4 values of t. for u1 in (U**.5,) for v1 in ( -(A/2 + U) ,) # Calculate 4 values of t. for u in (u1, -u1,) for V in ( v1 - B/(4*u),) for v in (V**.5,) for t in (u+v, u-v) ] print ('values_of_t =', values_of_t) </syntaxhighlight> {{RoundBoxTop|theme=4}} <syntaxhighlight> values_of_t = [116, -44, (-36+64j), (-36-64j)] </syntaxhighlight> Because <math>f(t)</math> is a depressed quartic function, sum of four <code>values_of_t</code> <math>= 116 - 44 - 36(2) = 0.</math> {{RoundBoxBottom}} <syntaxhighlight lang=python> # Python code. # Calculate 4 separate roots. values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] print ('values_of_x =', values_of_x) </syntaxhighlight> <syntaxhighlight lang=python> values_of_x = [7, -3, (-2.5 + 4j), (-2.5 - 4j)] </syntaxhighlight> In python the imaginary part of a complex number is shown with <math>j</math> instead of <math>i.</math> If <math>A == B == C == 0,\ f(x)</math> contains 4 equal roots and <math>x = \frac{-b}{4a}.</math> If <math>f(x)</math> contains 3 or more equal roots, statement <code>for t1 in (w + C1/w,)</code> fails with divisor <math>w = 0.</math> Before using this formula, check for equal roots as in [[Quartic_function#Exactly_3_equal_roots | "Exactly 3 equal roots"]] above. {{RoundBoxTop|theme=1}} Values displayed above have been edited slightly. Actual calculated values were: <syntaxhighlight> values_of_x = [7.000000000000001, -3.0000000000000044, (-2.499999999999998+4.000000000000001j), (-2.4999999999999987-4.000000000000001j)] </syntaxhighlight> {{RoundBoxBottom}} {{RoundBoxBottom}} ==In practice== {{RoundBoxTop|theme=5}} The following Python code implements the quartic formula. However, under statement <code>if B4 == 0 :</code> there is code that processes the depressed quartic as a quadratic in <math>T = t^2.</math> This ensures that execution of formula does not fail with error <code>Divide by zero</code> at statement <code>for V in ( v1 - B4/u,).</code> {{RoundBoxTop|theme=4}} <syntaxhighlight lang=python> # python code import cmath cxSqrt = cmath.sqrt # Square root of complex number. def rootsOfQuartic (abcde) : ''' x1,x2,x3,x4 = rootsOfQuartic ((a,b,c,d,e)) Each member of input must be int or float or Decimal object. Int or Decimal object in input is quietly converted to float. Output may be None. ''' def formatResults (x1x2x3x4) : ''' This function improves appearance of results. (8 + 0j) becomes 8.0 ''' values_of_x = list (x1x2x3x4) for p in (0,1,2,3) : v = values_of_x[p] if isinstance (v, complex) and (v.imag == 0) : values_of_x[p] = v.real return values_of_x status = 0 try : a,b,c,d,e = [ float(v) for v in abcde ] except : status = 1 if status : print ('rootsOfQuartic () 1: Error creating coefficients a,b,c,d,e.') return None if a == 0 : print ('rootsOfQuartic () 2: Coefficient a must be non-zero.') return None # Coefficients of depressed quartic, modified. # A = 16*a*c - 6*b*b A2 = 8*a*c - 3*b*b # B = 64*a*a*d - 32*a*b*c + 8*b*b*b B4 = 16*a*a*d - 8*a*b*c + 2*b*b*b C = 256*a*a*a*e - 64*a*a*b*d + 16*a*b*b*c - 3*b*b*b*b if B4 == 0 : # B = 0. # Result returned from this section is type tuple, indicating that coefficient B4 = 0. if A2==C==0 : # 4 equal roots. root = -b/(4*a) return tuple(formatResults((root,root,root,root))) # t**4 + At**2 + (0)t + C # Depressed quartic is quadratic in T: # T**2 + AT + C where T = t**2 # T**2 + 2(A2)T + C where A = 2(A2) # -2(A2) +/- (4(A2)(A2) - 4C)**0.5 # T = -------------------------------- = -A2 +/- ((A2)(A2) - C)**0.5 # 2 disc = A2*A2 - C if disc >= 0 : root = disc ** 0.5 else : root = ((-disc) ** 0.5) * 1j T1 = -A2 - root ; T2 = -A2 + root t1 = cxSqrt(T1) ; t2 = cxSqrt(T2) values_of_t = (t1,-t1,t2,-t2) values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] return tuple(formatResults(values_of_x)) # B4 is non-zero. Therefore, all of (S, U, u) are non-zero. P,Q,R,S = 1, A2, (A2*A2 - C)/4, -B4*B4/4 # str1 = 'P,Q,R,S' ; print (str1, eval(str1)) U = oneRootOfCubic((P,Q,R,S)) # Resolvent cubic. if U > 0 : sqrtU = U ** 0.5 elif U == 0 : # This should not happen. print ('rootsOfQuartic () 3: Internal error.') return None else : sqrtU = ((-U) ** 0.5) * 1j v1 = -(A2+U) values_of_t = [ t for u in (sqrtU, -sqrtU) for V in ( v1 - B4/u, ) for v in ( cxSqrt(V), ) for t in (u+v, u-v) ] values_of_x = [ (-b + t)/(4*a) for t in values_of_t ] # Result returned from this section is type list, indicating that coefficient B4 != 0. return formatResults(values_of_x) </syntaxhighlight> For function <code>oneRootOfCubic()</code> see [[Cubic_function#In_practice | Cubic_function: In_practice.]] {{RoundBoxBottom}} ===Examples=== {{RoundBoxTop|theme=2}} Python function <code>equalRoots()</code> below implements <code>status</code> as presented under [https://en.wikiversity.org/wiki/Quartic_function#Equal_roots Equal roots] above. <syntaxhighlight lang=python> # python code def equalRoots(abcde) : ''' This function returns True if quartic function contains at least 2 equal roots. ''' a,b,c,d,e = abcde aa = a*a ; aaa = aa*a bb = b*b ; bbb = bb*b ; bbbb = bb*bb cc = c*c ; ccc = cc*c ; cccc = cc*cc ; ccccc = cc*ccc dd = d*d ; ddd = dd*d ; dddd = dd*dd ; ddddd = dd*ddd ; dddddd = ddd*ddd ee = e*e ; eee = ee*e ; eeee = ee*ee v1 = ( +2048*aaa*c*eeee +576*aa*b*ddd*ee +1536*aa*cc*dd*ee +81*aa*dddddd +1152*a*bb*cc*eee +18*a*bb*dddd*e +384*a*b*cc*ddd*e +128*a*ccccc*ee +12*a*ccc*dddd +81*bbbb*dd*ee +144*bbb*cc*d*ee +12*bbb*ddddd +20*bb*ccc*dd*e ) v2 = ( -768*aaa*dd*eee -1536*aa*b*c*d*eee -1024*aa*ccc*eee -648*aa*c*dddd*e -480*a*bb*c*dd*ee -640*a*b*ccc*d*ee -54*a*b*c*ddddd -80*a*cccc*dd*e -216*bbbb*c*eee -86*bbb*c*ddd*e -32*bb*cccc*ee -3*bb*cc*dddd ) return (v1+v2) == 0 t1 = ( ((1, -1, -19, -11, 30), '4 unique, real roots.'), ((4, 4,-119, -60, 675), '4 unique, real roots, B4 = 0.'), ((1, 6, -48,-182, 735), '2 equal roots.'), ((1,-12, 50, -84, 45), '2 equal roots. B4 = 0.'), ((1,-20, 146,-476, 637), '2 equal roots, 2 complex roots.'), ((1,-12, 58,-132, 117), '2 equal roots, 2 complex roots. B4 = 0.'), ((1, -2, -36, 162, -189), '3 equal roots.'), ((1,-20, 150,-500, 625), '4 equal roots. B4 = 0.'), ((1, -6, -11, 60, 100), '2 pairs of equal roots, B4 = 0.'), ((4, 4, -75,-776,-1869), '2 complex roots.'), ((1,-12, 33, 18, -208), '2 complex roots, B4 = 0.'), ((1,-20, 408,2296,18020), '4 complex roots.'), ((1,-12, 83, -282, 442), '4 complex roots, B4 = 0.'), ((1,-12, 62,-156, 169), '2 pairs of equal complex roots, B4 = 0.'), ) for (abcde, comment) in t1 : print () fourRoots = rootsOfQuartic (abcde) print (comment) print (' Coefficients =', abcde) print (' Four roots =', fourRoots) print (' Equal roots detected:', equalRoots(abcde)) # Check results. a,b,c,d,e = abcde for x in fourRoots : # To be exact, a*x**4 + b*x**3 + c*x**2 + d*x + e = 0 sum = (a*x**4 + b*x**3 + c*x**2 + d*x + e) if sum : # Create exception. 1/0 </syntaxhighlight> <syntaxhighlight> 4 unique, real roots. Coefficients = (1, -1, -19, -11, 30) Four roots = [5.0, 1.0, -2.0, -3.0] Equal roots detected: False 4 unique, real roots, B4 = 0. Coefficients = (4, 4, -119, -60, 675) Four roots = (2.5, -3.0, 4.5, -5.0) Equal roots detected: False 2 equal roots. Coefficients = (1, 6, -48, -182, 735) Four roots = [5.0, 3.0, -7.0, -7.0] Equal roots detected: True 2 equal roots. B4 = 0. Coefficients = (1, -12, 50, -84, 45) Four roots = (3.0, 3.0, 5.0, 1.0) Equal roots detected: True 2 equal roots, 2 complex roots. Coefficients = (1, -20, 146, -476, 637) Four roots = [7.0, 7.0, (3+2j), (3-2j)] Equal roots detected: True 2 equal roots, 2 complex roots. B4 = 0. Coefficients = (1, -12, 58, -132, 117) Four roots = ((3+2j), (3-2j), 3.0, 3.0) Equal roots detected: True 3 equal roots. Coefficients = (1, -2, -36, 162, -189) Four roots = [3.0, 3.0, 3.0, -7.0] Equal roots detected: True 4 equal roots. B4 = 0. Coefficients = (1, -20, 150, -500, 625) Four roots = (5.0, 5.0, 5.0, 5.0) Equal roots detected: True 2 pairs of equal roots, B4 = 0. Coefficients = (1, -6, -11, 60, 100) Four roots = (5.0, -2.0, 5.0, -2.0) Equal roots detected: True 2 complex roots. Coefficients = (4, 4, -75, -776, -1869) Four roots = [7.0, -3.0, (-2.5+4j), (-2.5-4j)] Equal roots detected: False 2 complex roots, B4 = 0. Coefficients = (1, -12, 33, 18, -208) Four roots = ((3+2j), (3-2j), 8.0, -2.0) Equal roots detected: False 4 complex roots. Coefficients = (1, -20, 408, 2296, 18020) Four roots = [(13+19j), (13-19j), (-3+5j), (-3-5j)] Equal roots detected: False 4 complex roots, B4 = 0. Coefficients = (1, -12, 83, -282, 442) Four roots = ((3+5j), (3-5j), (3+2j), (3-2j)) Equal roots detected: False 2 pairs of equal complex roots, B4 = 0. Coefficients = (1, -12, 62, -156, 169) Four roots = ((3+2j), (3-2j), (3+2j), (3-2j)) Equal roots detected: True </syntaxhighlight> When description contains note <math>B4 = 0,</math> depressed quartic was processed as quadratic in <math>t^2.</math> {{RoundBoxBottom}} {{RoundBoxBottom}} =Two Conic Sections= Examples of conic sections include: ellipse, circle, parabola and hyperbola. This section presents examples of two conic sections, circle and ellipse, and how to calculate the coordinates of the point/s of intersection, if any, of the two sections. Let one section with name <math>ABCDEF</math> have equation <math>Ax^2 + By^2 + Cxy + Dx + Ey + F = 0.</math> Let other section with name <math>abcdef</math> have equation <math>ax^2 + by^2 + cxy + dx + ey + f = 0.</math> Because there can be as many as 4 points of intersection, a special "resolvent" quartic function is used to calculate the <math>x</math> coordinates of the point/s of intersection. Coefficients of associated "resolvent" quartic are calculated as follows: <syntaxhighlight lang=python> # python code def intersection_of_2_conic_sections (abcdef, ABCDEF) : ''' A_,B_,C_,D_,E_ = intersection_of_2_conic_sections (abcdef, ABCDEF) where A_,B_,C_,D_,E_ are coefficients of associated resolvent quartic function: y = f(x) = A_*x**4 + B_*x**3 + C_*x**2 + D_*x + E_ ''' A,B,C,D,E,F = ABCDEF a,b,c,d,e,f = abcdef G = ((-1)*(B)*(a) + (1)*(A)*(b)) H = ((-1)*(B)*(d) + (1)*(D)*(b)) I = ((-1)*(B)*(f) + (1)*(F)*(b)) J = ((-1)*(C)*(a) + (1)*(A)*(c)) K = ((-1)*(C)*(d) + (-1)*(E)*(a) + (1)*(A)*(e) + (1)*(D)*(c)) L = ((-1)*(C)*(f) + (-1)*(E)*(d) + (1)*(D)*(e) + (1)*(F)*(c)) M = ((-1)*(E)*(f) + (1)*(F)*(e)) g = ((-1)*(C)*(b) + (1)*(B)*(c)) h = ((-1)*(E)*(b) + (1)*(B)*(e)) A_ = (J)*(g) + (G)*(G) B_ = (J)*(h) + (K)*(g) + (2)*(G)*(H) C_ = (K)*(h) + (L)*(g) + (2)*(G)*(I) + (H)*(H) D_ = (L)*(h) + (M)*(g) + (2)*(H)*(I) E_ = (M)*(h) + (I)*(I) str1 = 'y = ({})x^4 + ({})x^3 + ({})x^2 + ({})x + ({}) '.format(A_,B_,C_,D_,E_) print (str1) return A_,B_,C_,D_,E_ </syntaxhighlight> == With no common point== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections06.png|thumb|400px|'''Two conic sections with no common point.''' </br> Resolvent quartic function (black curve) has no real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 80 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.98x^2 + 6850.532x - 22836.7009.</math> <math>f(x)</math> has no real roots. Therefore, there is no point of intersection. {{RoundBoxBottom}} ==With one common point== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections05.png|thumb|400px|'''Two conic sections with one common point.''' </br> Resolvent quartic function (black curve) has two equal, real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 73 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.84x^2 + 7456.48x - 24355.36.</math> Roots of <math>f(x)</math> are: <math>(-14-22.978250586152114j),</math> <math>(-14+22.978250586152114j),</math> <math>5.8, 5.8.</math> <math>f(x)</math> has 2 equal, real roots at <math>x = 5.8,</math> effectively 1 real root where <math>x = 5.8</math> Therefore, there is one point of intersection where <math>x = 5.8.</math> {{RoundBoxBottom}} ==With two common points== ===Example 1=== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections04.png|thumb|400px|'''Two conic sections with two common points.''' </br> Resolvent quartic function (black curve) has two unique, real roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 6.8x - 17.6y + 64 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 - 16.4x^3 - 432.66x^2 + 8235.556x - 26681.1841.</math> Roots of <math>f(x)</math> are: <math>(-14.361578825892241-23.341853011785357j),</math> <math>(-14.361578825892241+23.341853011785357j),</math> <math>4.59885619413921, 7.72430145764527.</math> <math>f(x)</math> has 2 unique, real roots at <math>x = 4.59885619413921, 7.72430145764527.</math> Therefore, there are two points of intersections where <math>x = 4.59885619413921, 7.72430145764527.</math> {{RoundBoxBottom}} ===Example 2=== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections01.png|thumb|400px|'''Two conic sections with two common points.''' </br> Resolvent quartic function (black curve) has two pairs of equal roots.</br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 18.8x - 1.6y + 53 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = -x^4 + 37.6x^3 - 504.24x^2 + 2835.04x - 5685.16.</math> Roots of <math>f(x)</math> are:<math>5.8, 5.8, 13, 13.</math> <math>f(x)</math> has 2 pairs of equal roots at <math>x = 5.8, 13,</math> effectively 2 real roots. Therefore, there are two points of intersection where <math>x = 5.8, 13.</math> {{RoundBoxBottom}} ==With 3 common points== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections03.png|thumb|400px|'''Two conic sections with three common points.''' </br> Resolvent quartic function (black curve) has one pair of equal roots and 2 unique, real roots. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 17.6x - 3.2y + 55 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x) = x^4 - 32.2x^3 + 366.69x^2 - 1784.428x + 3165.1876.</math> Roots of <math>f(x)</math> are:<math>5.8, 5.8, 6.83589838486224, 13.7641016151377 .</math> <math>f(x)</math> has 1 pair of equal roots at <math>x = 5.8</math> and 2 unique, real roots at <math>x = 6.83589838486224, 13.7641016151377,</math> effectively 3 real roots. Therefore, there are three points of intersection where <math>x = 5.8, 6.83589838486224, 13.7641016151377.</math> {{RoundBoxBottom}} ==With 4 common points== {{RoundBoxTop|theme=2}} [[File:0308_2conic_sections02.png|thumb|400px|'''Two conic sections with four common points.''' </br> Resolvent quartic function (black curve) has 4 unique, real roots. </br> <math>y</math> axis of quartic function is compressed to illustrate shape of curve. ]] Let ellipse (red curve) have equation:<math>1.89x^2 + 1.61y^2 + 0.96xy - 36.3x - 11.6y + 130.25 = 0.</math> Let circle (blue curve) have equation:<math>x^2 + y^2 - 18.8x - 1.6y + 62.99 = 0.</math> Then, resolvent quartic function (black curve) has equation: <math>y = f(x)</math><math>= -x^4 + 37.6x^3 - 504.4398x^2 + 2838.79624x - 5544.61147921.</math> Roots of <math>f(x)</math> are:<math>4.36661032156283,</math><math>8.77936456353008,</math> <math>10.0206354364699,</math><math>14.4333896784371.</math> <math>f(x)</math> has 4 real roots as shown above. Therefore, there are four points of intersection where <math>x = 4.36661032156283,</math> <math>8.77936456353008,</math><math>10.0206354364699,</math><math>14.4333896784371.</math> {{RoundBoxBottom}} ===Values of y=== Section above calculates <math>x</math> coordinates of the four common points. This section calculates <math>y</math> coordinates. Here is the lazy way to do it: {{RoundBoxTop|theme=2}} [[File:0818ResQuartic.png|thumb|400px|'''Graphs of 2 curves, red and blue, with coefficients of <math>x,y</math> reversed.''' </br> Roots of "resolvent" quartic, black curve, are interpreted as values of <math>y.</math> ]] <syntaxhighlight lang=python> # python code # The ellipse: A,B,C,D,E,F = 1.89, 1.61, 0.96, -36.3, -11.6, 130.25 # The circle: a,b,c,d,e,f = 1, 1, 0, -18.8, -1.6, 62.99 # Coefficients of x,y are reversed. abcde = intersection_of_2_conic_sections ((b,a,0,e,d,f), (B,A,C,E,D,F)) values_of_y = rootsOfQuartic (abcde) print (values_of_y) </syntaxhighlight> <syntaxhighlight> [1.6215767432213488, -0.021576743221348723, 5.862095579401657, -4.262095579401658] </syntaxhighlight> By inspection of the diagram above, it is obvious that: <syntaxhighlight lang=python> # python code four_common_points = ( (4.36661032156283, 1.6215767432213488), (8.77936456353009, -4.262095579401658), (10.0206354364699, 5.862095579401657), (14.4333896784372, -0.021576743221348723), ) </syntaxhighlight> Check results: <syntaxhighlight lang=python> # python code def sum_zero (input) : ''' This function calculates sum of all values in input. If sum is very close to 0, this function returns 0. ''' sum = 0 for v in input : sum += v if sum == 0 : return sum tolerance = 1e-14 max = sorted([ abs(v) for v in input ])[-1] if abs(sum) < tolerance*max : return 0 return sum # The ellipse: A,B,C,D,E,F = 1.89, 1.61, 0.96, -36.3, -11.6, 130.25 # The circle: a,b,c,d,e,f = 1, 1, 0, -18.8, -1.6, 62.99 for (x,y) in four_common_points : values = A*x**2, B*y**2, C*x*y, D*x, E*y, F sum1 = sum_zero(values) if sum1 : print ('Error: sum1 =',sum1) values = a*x**2, b*y**2, d*x, e*y, f sum2 = sum_zero(values) if sum2 : print ('Error: sum2 =',sum2) </syntaxhighlight> With tolerance of <math>1e-14</math> there are no errors. Check results with coefficients of <math>x, y</math> reversed: <syntaxhighlight lang=python> # python code # The ellipse: A,B,C,D,E,F = B,A,C,E,D,F # The circle: a,b,c,d,e,f = b,a,c,e,d,f for (y,x) in four_common_points : values = A*x**2, B*y**2, C*x*y, D*x, E*y, F sum3 = sum_zero(values) if sum3 : print ('Error: sum3 =',sum3) values = a*x**2, b*y**2, d*x, e*y, f sum4 = sum_zero(values) if sum4 : print ('Error: sum4 =',sum4) </syntaxhighlight> With tolerance of <math>1e-14</math> there are no errors. {{RoundBoxBottom}} =Links to related topics= {{RoundBoxTop|theme=1}} [[Cubic_function#Cubic_formula | "Cubic formula"]] [[Complex_square_root | "Complex square root" ]] {{RoundBoxBottom}} [[Category:Mathematics]] ar03pyinyhooyccx2spjkf0h8ajvkua 0 285380 2817411 2817231 2026-06-30T14:30:02Z Young1lim 21186 /* Applications */ 2817411 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260630.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> 7bdiyaedz8w1as70uu3a3djbxalbaxg 1 297047 2817494 2790339 2026-07-01T08:35:17Z Eyoungstrom 1933979 /* Notes on Data from OSF Component */ added link to Josh repo 2817494 wikitext text/x-wiki == Links to working documents off-Wiki == Here are several working documents and folders that are Off-Wiki. Note that data files themselves are kept secure and should not be linked directly to Wiki, but the source documents for data collection, citations for the methods, and meta-data (codebooks, scoring syntax, list of publications from data) all are things that could be linked here over time. [https://osf.io/8fe5c/files/osfstorage/64fa6094d9f2c9398ad047d3 OSF.io Component] with Copies of Measures, codebooks, and other meta-data [https://dream.nchods.org/ NCH DREAMbot] Draft spreadsheet versions of codebook: * [https://docs.google.com/spreadsheets/d/1IBBAmnDQqHXlU20obSI0EMPC2LF8B22iEGG8YMjpRSk/edit?usp=sharing LAMS Polypharmacy paper version] (Kowatch et al.) -- this is the version used to train the ODS-DREAM project at Nationwide Children's Hospital * There are other spreadsheet versions of the codebook, too. [https://pubmed.ncbi.nlm.nih.gov/?sort=date&size=200&term=R01+MH073801%2FMH%2FNIMH+NIH+HHS%2FUnited+States%5BGrant+Number%5D&sort_order=desc Here's a link] that will search PubMed for all articles that list the LAMS grant as a source of support. This is not exactly the same thing as the set of papers that used the data, but the results overlap a lot. * As an aside, [https://cran.r-project.org/web/packages/easyPubMed/vignettes/getting_started_with_easyPubMed.html here's an R package] that will work with PubMed search results. * [https://cran.r-project.org/web/packages/scholar/vignettes/scholar.html Similar package for working with GoogleScholar] (but vignettes assume that you know the author's GoogleScholar ID) [[User:Eyoungstrom|Eyoungstrom]] ([[User talk:Eyoungstrom|discuss]] • [[Special:Contributions/Eyoungstrom|contribs]]) 04:06, 23 July 2023 (UTC) == Annotated bibliography of publications using LAMS data == [https://pubmed.ncbi.nlm.nih.gov/?sort=date&size=200&term=R01+MH073801%2FMH%2FNIMH+NIH+HHS%2FUnited+States%5BGrant+Number%5D&sort_order=desc Here's a link] that will search PubMed for all articles that list the LAMS grant as a source of support. This is not exactly the same thing as the set of papers that used the data, but the results overlap a lot. ''n.b.'', Annotation only current through end of 2018; should be updated. '''2018''' '''Jo, B., Findling, R.L., Hastie, T., Youngstrom, E.A., Wang, C.P., Arnold, L.E., Fristad, M.A., Frazier, T.W., Birmaher, B., Gill, M.K., & Horwitz, S.M. (2018). Construction of longitudinal prediction targets using semi-supervised learning. ''Statistical Methods in Medical Research, 27''(9), 2674-2693. doi: 10.1177/0962280216684163.''' This paper focuses on using machine learning to develop a prognostic model to categorize patients into different diagnostic groups. The authors used data from the LAMS study to develop a prognostic model that predicts patients’  long-term manic symptom trajectory type. Through the utilization of clinical thresholds and empirical model fitting to form predictor targets, the authors used longitudinal data from the LAMS study to improve the outcome of machine learning models. '''Rizvi, S. H., Salcedo, S., Youngstrom, E. A., Freeman, L. K., Gadow, K. D., Fristad, M. A., Birmaher, B., Kowatch, R. A., Horwitz, S. M., Frazier, T. W., Arnold, L. E., Taylor, H. G., & Findling, R. L. (2018). Diagnostic accuracy of CASI-4R psychosis subscale for children evaluated in pediatric outpatient clinics. ''Journal of Clinical Child and Adolescent Psychology.'' doi: 10.1080/15374416.2017.1410824''' This study sought to determine the diagnostic efficiency of the CASI-4R parent and teacher psychosis subscales using receiver operating characteristic (ROC) analysis. Participant data was derived from the LAMS study baseline assessment. After comparing parent and teacher subscale performance, the ROC analysis revealed that the CASI-4R parent report was significantly better at identifying pediatric psychotic symptoms. It is important to note that the CASI-4R is a proprietary measure, which reduces its common use in clinical settings due to the cost. '''Salcedo, S., Chen, Y.-L., Youngstrom, E. A., Fristad, M. A., Gadow, K. D., Horwitz, S. M., … Findling, R. L. (2018). Diagnostic Efficiency of the Child and Adolescent Symptom Inventory (CASI-4R) Depression Subscales for identifying Youth Mood Disorders. Journal of Clinical Child and Adolescent Psychology : The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 47(5), 832–846. <nowiki>https://doi.org/10.1080/15374416.2017.1280807</nowiki>''' This paper used data from the LAMS study to determine the diagnostic and clinical efficacy of the CASI-4R depressive and dysthymia subscales for detecting pediatric mood disorders. The authors found that caregiver report was very accurate in predicting narrow mood diagnosis, though there was more significance for reporting symptom severity than symptom count. They also found that teacher report was not significantly accurate in predicting a narrow mood diagnosis. When controlling for demographics, the authors reported that the CASI-4R was better at predicting a narrow mood diagnosis in non-white participants. It is important to note that the CASI-4R is a proprietary measure, which reduces its common use in clinical settings due to the cost. This is the first study on this topic. '''Van Meter, A. R., You, D. S., Halverson, T., Youngstrom, E. A., Birmaher, B., Fristad, M. A., . . . & The LAMS Group (2018). Diagnostic Efficiency of Caregiver Report on the SCARED for Identifying Youth Anxiety Disorders in Outpatient Settings. ''Journal of Clinical Child and Adolescent Psychology, 47''(sup1), S161-S175. doi:10.1080/15374416.2016.1188698''' This paper used data from the LAMS study to determine the diagnostic and clinical efficacy of the SCARED-P parent report for identifying pediatric anxiety disorders. The results demonstrated that the parent-rated SCARED-P scores were statistically accurate in identifying pediatric anxiety disorders. The authors note that the youth self-report on the SCARED is even more accurate than the parent report in identifying an anxiety disorder diagnosis and that the SCARED parent report would be more accurate if diagnoses relied only on the KSADS interview with the parent. '''2017''' '''Algorta, G.P., MacPherson, H. A., Youngstrom, E. A., Belt, C., Arnold, L. E., Frazier, T.W., Taylor, H.G., Birmaher, B., Horwitz, S.M., Findling, R.L., Fristad, M.A., & The LAMS Team (2017). Parenting stress among caregivers of children with bipolar spectrum disorders. ''Journal of Clinical Child and Adolescent Psychology,'' 1-15. doi:10.1080/15374416.2017.1280805''.''''' This paper used data from the LAMS study to identify predictors and moderators of stress in caregivers of pediatric bipolar disorder. Major predictors of caregiver stress were found to be symptoms of child mania and anxiety and the presence of disruptive behavior disorder. Caregivers reported more parenting stress, higher rates of mania, depression, and antisocial personality disorder. Moderators included improvements in parent factors and family functioning. The results of this study emphasize the importance of assessing and evaluating parenting stress when treating pediatric bipolar disorder. '''Horwitz, S.M., Storfer-Isser, A., Young, A.S., Youngstrom, E.A., Taylor, G.H., Frazier, T.W., Arnold, L.E. (2017) . Development of alcohol and drug use in youth with manic symptoms. ''Journal of the American Academy of Child and Adolescent Psychiatry, 56,'' 149-156. doi: 10.1016/j.jaac.2016.11.004.''' This paper used data from the LAMS study to assess alcohol and drug use in a population of individuals with pediatric mania symptoms. Predictors of regular alcohol abuse were parental marital status, age, and sustained high mania symptoms in the first two years following the baseline. Predictors of regular drug use were parental marital status, stressful childhood life events, and a disruptive behavior disorder at baseline. However, the paper did find that individuals who were medicated for pediatric mania at baseline were at a decreased risk of of regular drug use. '''Van Meter, A. R., Youngstrom, E. A., Birmaher, B., Fristad, M. A., Horwitz, S. M., Frazier, T. W., . . . Findling, R. L. (2017). Longitudinal course and characteristics of cyclothymic disorder in youth. ''Journal of Affective Disorders, 215,'' 314-322. doi: 10.1016/j.jad.2017.03.019''' This paper used data from the LAMS study to investigate if a proposed research diagnostic criteria for cyclothymic disorder (RDCyc) could be quantified and validated in pediatric patients. It was found that clearly operationalize criteria for cyclothymic disorder in a distinct category of individuals with pediatric bipolar spectrum disorders and can differentiate such a diagnosis in individuals with non-bipolar diagnoses. This is important because cyclothymia is a largely ignored diagnosis, but has a high prevalence in populations with pediatric manic symptoms. '''2016''' '''Dickstein, D.P., Axelson, D., Weissman, A.B., Yen, S., Hunt, J.I., Goldstein, B.I., Goldstein, T.R., Liao, F., Gill, M.K., Hower, H., Frazier, T.W., Diler, R.S., Youngstrom, E.A., Fristad, M., Arnold, L.E., Findling, R.L., Horwitz, S.M., Kowatch, R.A., Ryan, N.D., Strober, M., Birmaher, B., & Keller, M.B. (2016). Cognitive flexibility and performance in children with threshold and subthreshold bipolar disorder. ''European Journal of Child and Adolescent Psychiatry. 25,'' 625-638. doi:10.1007/s00787-015-0769-2.''' This paper used data from the LAMS study to assess neurocognitive function in a population of individuals with pediatric mania symptoms. The authors suggest that individuals with full DSM-IV duration episodes of mania or hypomania display impaired cognitive flexibility, sustained attention, and information processing for emotionally valenced words. This study is important in that it outlines possible targets of treatment or focus when treating patients with pediatric mania symptoms. '''Fristad, M.A., Wolfson, H., Algorta, G.P., Youngstrom, E.A., Arnold, L.E., Birmaher, B., Horwitz, S., Axelson, D., Kowatch, R.A., Findling, R.L., Frazier, T.W., Holland, S., Phillips, M., & Taylor, H.G. (2016). Disruptive mood dysregulation disorder and bipolar disorder non-specified: Identical or fraternal twins? ''Journal of Child and Adolescent Psychopharmacology, 26,'' 138-146''.'' doi: 10.1089/cap.2015.0062''' This paper used data from the LAMS study to investigate the differences and similarities in disruptive mood dysregulation disorder and bipolar disorder not otherwise specified. When selecting for elevated symptoms of mania, the results suggest that pediatric disruptive mood dysregulation disorder and pediatric bipolar disorder not otherwise specified are very similar on most levels, except for manic symptoms and probable bipolar family history. Within the LAMS data, disruptive mood dysregulation disorder was diagnosed twice as much as bipolar disorder not otherwise specified. '''Ong, M. L., Youngstrom, E. A., Chua, J. J. X., Halverson, T. F., Horwitz, S. M., Storfer-Isser, A., Frazier, T.W., Fristad, M.A., Arnold, L.E. Phillips, M.L., Birmaher, B., Kowatch, R.A., Findling, R. L., LAMS Group (2016). Comparing the CASI-4R and the PGBI-10M for differentiating bipolar spectrum disorders from other outpatient diagnoses in youth. ''Journal of Abnormal Child Psychology. 45,'' 611-623. doi:10.1007/s10802-016-0182-4''' This paper used data from the LAMS study to compare the diagnostic accuracy of the Parent General Behavior Inventory-10-item Mania (PGBI-10M) and the Child and Adolescent Symptom Inventory-Revised (CASI-4R), which both have different mania subscales. The findings suggest that the CASI-4R is just as accurate as the PGBI-10M in identifying bipolar spectrum disorders. As clinicians are the intended audience of this paper, the authors report that the accuracy of the CASI-4R is much higher with the parent report subscale than the teacher report subscale. '''Portugal, L.C., Rosa, M.J., Bebko, G., Bertocci, M.A., Hinze, A.K., Bonar, L., Almeida, J.R.C., Perlman, S.B., Versace, A., Schirda, C., Travis, M.J., Gill, M.K., Demeter, C., Diwadkar, V.A., Ciuffetelli, G., Rodriguez, E., Forbes, E.E., Sunshine, J.L., Holland, S.K., Kowatch, R.A., Birmaher, B., Axelson, D., Horwitz, S.M., Arnold, E.L., Fristad, M.A., Youngstrom, E.A., Findling, R.L., Pereira, M., Oliveira, L., Phillips, M.L., & Mourao-Miranda, J. (2016). Can emotional and behavioral dysregulation in youth be decoded from functional neuroimaging? ''PLOS-ONE, 11,'' doi:10.1371/journal.pone.0117603.''' This paper used neuroimaging data from the LAMS study to determine if PGBI-10M scores at different time points could be predicted from specific patterns of brain activity during a reward-processing task using fMRI and pattern regression analysis. The results suggest that pattern recognition models when combined with neuroimaging can allow for estimation of disorder diagnosis and can inform the clinical assessment of psychiatric youth. This paper intends to direct future studies on using neuroimaging and pattern recognition in predicting clinical outcomes in pediatric mood and behavioral disorders. '''Van Meter, A. R., You, D. S., Halverson, T., Youngstrom, E. A., Birmaher, B., Fristad, M. A., Kowatch, R.A., Storfer-Isser, A., Horwitz, S.M., Frazier, T.W., Arnold, L.E., Findling, R.L., The LAMS Group. (2016). Diagnostic Efficiency of Caregiver Report on the SCARED for Identifying Youth Anxiety Disorders in Outpatient Settings. ''Journal of Clinical Child & Adolescent Psychology,'' 1-15. doi:10.1080/15374416.2016.1188698''' This paper used data from the LAMS study to determine the diagnostic and clinical utility of the SCARED-P in screening for pediatric anxiety disorders. This paper is targeted at clinicians who rely on parent report to get the full picture when deciding to diagnose an individual with pediatric anxiety disorder. This is the first paper to report diagnostic likelihood ratios for the SCARED. The results suggest that the SCARED-P subscales of separation anxiety and generalized anxiety disorder have significant accuracy. According to this paper, the SCARED-P is a good measure for screening for youth anxiety disorders. '''2014''' '''Arnold, L.E., Ganocy, S.J., Mount, K., Youngstrom, E.A., Frazier, T., Fristad, M., Horwitz, S.M., Birmaher, B., Findling, R., Kowatch, R.A., Demeter, C., Axelson, D., Gill, M.K., Marsh, L. (2014). Three-year latent class trajectories of ADHD symptoms in a clinical sample not selected for ADHD. ''Journal of the American Academy of Child & Adolescent Psychiatry''; ''53,'' 745–760. doi:10.1016/j.jaac.2014.03.007''' This paper used data from the LAMS study to investigate trajectories of ADHD symptoms in a population of individuals with pediatric mania symptoms. The results suggest that an ADHD diagnosis results in a better prediction of ADHD symptom trajectory. '''Bebko G, Bertocci MA, Fournier J, Hinze AK, Bonar L, Almeida JRC, Perlman SB, Versace A, Claudiu S, Travis M, Gill MK, Demeter C, Vaibhav DA, Rodriguez E, Olino T, Forbes E, Sunshine JL, Holland SK, Kowatch RA, Birmaher B, Axelson D, Horwitz SM, Arnold, LE, Fristad MA, Youngstrom, E.A., Findling RL, & Phillips ML. (2014). Parsing dimensional versus diagnostic category-related patterns of reward circuitry function in behavioral and emotionally dysregulated youth in the Longitudinal Assessment of Manic Symptoms (LAMS) study. ''JAMA Psychiatry, 71,'' 71-80''.'' doi: 10.1001/jamapsychiatry.2013.2870''' This paper used neuroimaging data from the LAMS study to identify neuroimaging measures correlated with pediatric behavioral and emotional dysregulation in order to understand disorder-specific pathophysiology. The region of interest was the prefrontal-ventral striatal reward circuitry tested during a reward paradigm. As the paper’s primary audience includes fellow neuroimaging researchers, the conclusion suggests that, based on the findings, a dimensional approach to studying the neural mechanisms in behaviorally and emotionally dysregulated youth is the best approach. '''Bertocci, M., Bebko, G., Olino, T., Fournier, J., Hinze, A., Bonar, L., Almeida, J., Perlman, S., Versace, A., Travis, M., Gill, M. K., Demeter, C., Diwadkar, V., White, R., Schirda, C., Sunshine, J.L., Arnold, L.E., Holland, S., Kowatch, R.A., Birmaher, B., Axelson, D., Youngstrom, E.A., Findling, R.L., Horwitz, S.M., Fristad, M.A., & Phillips, M.L. (2014). Behavioral and emotional dysregulation trajectories marked by prefrontal-amygdala function in symptomatic youth. ''Psychiatric Services,'' ''44,'' 2603-2615''.'' doi: 10.1017/S0033291714000087''' This paper used neuroimaging data from the LAMS study to identify functional abnormalities emotion regulation neural circuitry involved in different behavioral and emotional dysregulation trajectories. This paper was directed at other neuroimaging researchers to suggest that the lateral prefrontal cortical-amygdala circuitry patterns of function are correlated with severity of behavioral and emotional dysregulation trajectories. This suggests that future research should focus on the lateral prefrontal cortical-amygdala circuitry, especially in treating behavioral and emotional dysregulation in children. '''Frazier, T., Youngstrom, E.A., Fristad, M., Demeter, C., Birmaher, B., Kowatch, R., . . . Findling, R. (2014). Improving clinical prediction of bipolar spectrum disorders in youth. ''Journal of Clinical Medicine; 3, 218-232''. doi: 10.3390/jcm3010218''' This paper used data from the LAMS study to investigate if classification tree algorithms may improve the identification of individuals at risk for bipolar spectrum disorders. Intended for clinicians, this paper demonstrates the accuracy and ease of use of classification tree algorithms in putting together the clinical information necessary to form a comprehensive assessment compared to other methods, including logistic regression. '''Perlman, S.B., Hein, T.C., Stepp, S.D., & The LAMS Consortium (2014). Emotional reactivity and its impact on neural circuitry for attention-emotion interaction in childhood and adolescence. ''Developmental Cognitive Neuroscience, 8'', 100-109''.'' doi:10.1016/j.dcn.2013.08.005''' This paper used neuroimaging data from the LAMS study to investigate developing neural circuitry involved in emotion-attention interaction and to assess the effects of individuals differences in emotional functioning within this interaction. This paper was intended for fellow researchers to identify neural markers of individual differences in emotional reactivity within the LAMS population and to point to future sites of research for developing therapies relating to such neural circuitry. '''2013''' '''Findling, R.L., Jo, B., Frazier, T.W., Youngstrom, E.A., Demeter, C.A., Fristad, M.A., Birmaher, B., Kowatch, R.A., Arnold, L.E., Axelson, D.A., Ryan, N., Hauser, J.C., Brace, D.J., Marsh, L.E., Gill, M.K., Depew, J., Rowles, B.M., & Horwitz, S.M. (2013). The 24-month course of manic symptoms in children. ''Bipolar Disorders, 15,'' 669-79''.'' doi: 10.1111/bdi.12100''' This paper used data from the LAMS study to investigate if individuals within the LAMS population exhibited different trajectories of parent-reported manic and biphasic symptoms throughout the first 24 months of the study. This is the first study to assess the progression of manic symptoms in a pediatric population. The main audience of this paper is clinicians and researchers, to whom the authors suggest that resulting outcomes are not consistent in youth with symptoms of mania and that future research is needed. '''Hafeman, D., Axelson, D.A., Fristad, M., Kowatch, R., Youngstrom, E.A., Horwitz, S., Birmaher, B., Gill, M.K., Arnold, L.E., Ryan, N., Demeter, C., Frazier, T.W., Rowles, B., Depew, J., Hauser, N., & Findling, R.L., (2013). Phenomenology of Bipolar Disorder, Not Otherwise Specified in Youth: A Comparison of Clinical Characteristics with Bipolar I Disorder. ''Bipolar Disorders, 15,'' 240-252''.'' doi: 10.1111/bdi.12054''' This paper used data from the LAMS study to identify the differences between children with full syndromal bipolar disorder, children with bipolar disorder not otherwise specified, and children without a bipolar spectrum diagnosis. This paper is intended for clinicians and researchers as part of the discussion about diagnosing children who do not have bipolar disorder, but have episodic moods that cause distress. The paper suggests that children with bipolar 1 disorder and children with bipolar disorder not otherwise specified are very similar and are both different from children without a bipolar spectrum disorder diagnosis. This suggested that pediatric bipolar 1 disorder and bipolar disorder not otherwise specified exist on the same spectrum. '''Kowatch, R.A., Youngstrom, E.A., Horwitz, S.M., Demeter, C., Fristad, M., Birmaher, B., Axelson, D., Ryan, N., Frazier, T.W., Arnold, L.E., Young, A.S., Gill, M.K., & Findling, R.L. (2013). Psychiatric medications in the LAMS cohort. ''Psychiatric Services, 64,'' 1026-34''.'' doi: 10.1176/appi.ps.201200507''' This paper used data from the LAMS study to investigate the frequency of multiple medication use in treating youths with emotional and behavioral disorders. This paper was targeted toward clinicians to deepen the discussion on medicating pediatric emotional and behavioral disorders, especially to assess criticisms of overmedicating children with psychiatric symptoms. The results suggested that the pediatric LAMS population was not overmedicated. '''2012''' '''Fristad, M. A., Frazier, T. W., Youngstrom, E. A., Mount, K., Fields, B. W., Demeter, C., … Findling, R. L. (2012). What differentiates children visiting outpatient mental health services with bipolar spectrum disorder from children with other psychiatric diagnoses? ''Bipolar Disorders'', ''14''(5), 497–506.''' '''           <nowiki>https://doi.org/10.1111/j.1399-5618.2012.01034.x</nowiki>''' This paper used data from the LAMS study to investigate the effect of family history, family environment, and stress life events in predicting diagnosis of bipolar spectrum disorder in youths seeking outpatient treatment. This paper was geared toward the clinician community, suggesting that a history of parental manic symptoms was a primary predictor of bipolar spectrum disorder in youths, though it and other risk factors had little accuracy in identifying individuals with bipolar spectrum disorder. '''Horwitz, S., Demeter, C., Hayden, M., Storfer-Isser, A., Frazier, T. W., Fristad, M. A., … Findling, R. L. (2012). Parents’ perceptions of benefit of children’s mental health treatment and continued use of services. ''Psychiatric Services (Washington, D.C.)'', ''63''(8), 793–801. <nowiki>https://doi.org/10.1176/appi.ps.201100460a</nowiki>''' This paper used data from the LAMS study to investigate which benefits are associated with outpatient mental health services for children and to examine if these benefits are consistent throughout the use of mental health services over a period of 6 months. This paper is aimed to inform clinicians of what benefits the psychiatric populations they serve. The results suggested that mental health services that include medication with or without therapy is seen as more beneficial than therapy alone, though perceived benefit of treatment is correlated with length of treatment. '''2011''' '''Arnold, L.E., Demeter, C., Mount, K., Frazier, T.W., Youngstrom, E.A., Fristad, M., Birmaher, B., Findling, R.L., Horwitz, S., & Kowatch, R. (2011). Pediatric Bipolar Spectrum Disorder and ADHD: Comparison and Comorbidity in the LAMS Clinical Sample. ''Bipolar Disorders,13,'' 509-521. doi: 10.1111/j.1399-5618.2011.00948.x''' This paper used data from the LAMS study to investigate the similarities and differences in ADHD and BPSD as well as examine their comorbidity. This paper is aimed at clinicians and researchers to add to the discussion of whether or not ADHD can be an early manifestation of BPSD. The results of the paper suggested that ADHD does not appear to be an early manifestation of BPSD. '''Axelson, D.A., Birmaher, B., Findling, R.L., Fristad, M.A., Kowatch, R.A., Youngstrom, E.A., Arnold, L.E., Goldstein, B.I., Goldstein, T., Chang, K.D., DelBello, M.P., Ryan, N.D., & Diler, R.S. (2011). Concerns Regarding the Inclusion of Temper Dysregulation Disorder with Dysphoria in the DSM-5. ''Journal of Clinical Psychiatry, 72,'' 1257-1262''.'' doi: 10.4088/JCP.10com06220''' This paper used data from the LAMS study to examine the prevalence and longitudinal stability of the proposed diagnosis of TDDD (which evolved into the DMDD diagnosis that DSM-5 included, but ICD-11 did not). '''Findling, R.L., Horwitz, S.M., Birmaher, B., Kowatch, R.A., Fristad, M.A., Youngstrom, E.A., Frazier, T.W., Axelson, D., Ryan, N., Demeter, C.A., Depew, J., Fields, B., Gill, M.K., Deyling, E.A., Rowles, B.M., & Arnold, L.E. (2011). Clinical characteristics of children receiving antipsychotic medication. ''Journal of Child and Adolescent Psychopharmacology, 21,'' 311-319. doi: 10.1089/cap.2010.0138''' This paper used data from the LAMS study to investigate the demographic and diagnostic characteristics of children using antipsychotic medication compared to children using other medication in a population of youths with and without elevated symptoms of mania. The results suggested that the characteristics of being white, having previous hospitalization, having a psychotic or bipolar 1 disorder, and site of treatment were significantly related to being prescribed antipsychotics. Children with psychotic disorders or unmodified bipolar 1 disorder were more likely to be treated with antipsychotics compared to other children within the LAMS cohort. '''Frazier, T.W., Youngstrom, E.A., Horwitz, S., Demeter, C., Fristad, M., Arnold, L.E., Birmaher, B., Kowatch, R., Axelson, D., Ryan, N., Gill, M., & Findling, R.L. (2011). The Relationship of Persistent Manic Symptoms to the Diagnosis of Pediatric Bipolar Disorder. ''Journal of Clinical Psychiatry'', ''72''(6), 846-853. doi: 10.4088/JCP.10m06081yel''' This paper used data from the LAMS study to investigate if the presence of persistent manic symptoms in a short amount of time increases the chance of a bipolar spectrum disorder diagnosis. This paper was aimed at clinicians to further the discussion as to whether or not the diagnosis of pediatric bipolar spectrum disorders is a valid diagnosis. The results suggested that clinicians should be careful in diagnosing pediatric bipolar disorders, as repeated parent reports of mania symptoms had a significant impact on the probability of a BPSD diagnosis. '''Mendenhall, A.N., Demeter, C., Findling, R.L., Frazier, T.W., Fristad, M.A., Youngstrom, E.A., Arnold, L.E., Birmaher, B., Gill, M.K., Axelson, D.A., Kowatch, R.A., & Horwitz, S.M. (2011). Factors influencing mental health service utilization by children with serious emotional and behavioral disturbance: Results from the LAMS study. ''Psychiatric Services, 62,'' 650-658''.''doi: 10.1176/appi.ps.62.6.650''' This paper used data from the LAMS study to investigate the uses of mental health services by children with emotional and behavioral disorders. This paper was aimed at informing clinicians and researchers about the demographic differences in how individual patients benefit from different levels of mental health services. The paper called for more research on type of service use based on demographic characteristics. The paper also suggested that clinicians need to focus more on multimodal treatments. '''2010''' '''Findling, R.L., Youngstrom, E.A., Fristad, M.A., Birmaher, B., Kowatch, R.A., Arnold, L.E., Frazier, T.W., Axelson, D.A., Ryan N., Demeter, C.A., Gill, M.K., Fields, B., Depew, J., Kennedy, S.M., Marsh, L., Rowles, B.M., & Horwitz, S.M. (2010). Characteristics of children with elevated symptoms of mania: The Longitudinal Assessment of Manic Symptoms (LAMS) Study. ''Journal of Clinical Psychiatry, 71,'' 1664-1672''.''doi: 10.4088/JCP.09m05859yel''' This is the LAMS study, which investigates the demographics, medication, psychiatric symptomatology, and diagnoses in children with elevated symptoms of mania (ESM+) and in children without ESM (ESM-). This paper concluded that more longitudinal analysis was needed to determine the variables involved in pediatric BPSD diagnostic evolution in children with ESM+. The primary audience of this study was clinicians and researchers to provide a large, longitudinal dataset that could be used in research to learn more about pediatric symptoms of mania and bipolar spectrum disorders. == Notes on Data from OSF Component == * Narrative summary not present in OSF data ** OSU has de-identified reports, OSU probably doesn't, available per request to MAF/EAY * SIBR not present in OSF data ** add a note in recruitment that participants who scored under 70 on the waasi were given sibr at baseline, identified kids that were too low functioning to be included in the sample (included by 06/06/06) * Dangerous Items Checklist not present in OSF data ** Not recorded as data * Sometimes the kid KINDL (parent) is referred to as 8-12 and sometimes it is referred to as 8-17 in OSF with no clear pattern, how to differentiate between these two measures in the table, and if such a differentiation is necessary was unclear ** Ask at next ODS dream meeting, fact check files * The kiddy KINDL was absent from OSF after 36 months ** Planned protocol change * The Peterson Pubertal Scale (Parent) was absent from OSF after the 60 month mark ** Planned protocol change * The teacher CAASI and GBI data were absent from OSF after 36 months ** Planned protocol change * The SACA was absent from OSF at 78 months only ** Searched OSU repository -- missing, presumed lost irretrievable * CGAS was never listed in the Wiki table created by Dr. Youngstrom, but was present in OSF at every 6 month interval with the exception of baseline and 36 months ** Reviewed with MAF and EAY -- found file! Additional repository to cross-check: [https://osf.io/vjmy2/overview OSF | Data] 2aaza8drnuo6l258071oatpdl3fwgvi 0 305659 2817452 2817353 2026-06-30T20:14:08Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817452 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8209 2800 0000}}'' measure "lookback" time anchored at timestamp ''8209 2800 0000'' (top of Figure 4). Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] iakz20dpjv1bihvzxe8pfgasbbx9dtr 2817454 2817452 2026-06-30T20:17:33Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817454 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = 18 .. 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8209 2800 0000}}'' measure "lookback" time anchored at timestamp ''8209 2800 0000'' (top of Figure 4). Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 7kk95qzr09iu6kd9tpv1cmfugkucmrg 2817455 2817454 2026-06-30T20:18:30Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817455 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = 18 to 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8209 2800 0000}}'' measure "lookback" time anchored at timestamp ''8209 2800 0000'' (top of Figure 4). Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] j98fk6pdyvn3jiuxmp85hr2y4rysp1x 2817457 2817455 2026-06-30T20:23:19Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817457 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = 18 to 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8209 2800 0000}}'' measure "lookback" time anchored at timestamp ''8209 2800 0000'' (top of Figure 4). Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 3ldv96ql3qndpj4p1keebd8zvp5vke9 2817458 2817457 2026-06-30T20:24:55Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817458 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8209 2800 0000}}'' measure "lookback" time anchored at timestamp ''8209 2800 0000'' (top of Figure 4). Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] ao5jxbasgoo48cg36dwvul1hl4n5bh5 2817459 2817458 2026-06-30T20:26:21Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817459 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8209 2800 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] ba07d2h04y3003wdkzl5b3zw1unkw9g 2817460 2817459 2026-06-30T20:28:50Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817460 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] l6frj8na07xiflamsk4ghnhf2z8l6rv 2817462 2817460 2026-06-30T20:34:27Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817462 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] pgmrlfe28y6eaij6rhlf17byo3gc7rs 2817465 2817462 2026-06-30T20:43:21Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817465 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || {{nowrap|SHOES Team}} <br /> (12.7 Gyr) || {{nowrap|Planck Collaboration}} <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] pz7f9yg4kotr7thf1664s4iwo3tzyv4 2817485 2817465 2026-07-01T02:12:17Z Unitfreak 695864 /* Time Estimation Using Cosmic Redshift */ 2817485 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> In the '''Bully Timestamp System''', time is measured using 12-digit [[w:hexadecimal|hexadecimal]] "Bully timestamps," with a new timestamp realized every 3,055 SI seconds (TAI). With 12 hexadecimal digits, the system has a enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> &thinsp; [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of <math>{10}^{-10}</math>. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|frame|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == The Galactic Calendar == A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy (see Figure 7). The duration of the galactic year is not a fixed constant, but rather, it depends on the path that a particular star follows as it orbits. Stars closer to the center will orbit much quicker than those on the outer edges. [[File:Motion_of_Sun,_Earth_and_Moon_around_the_Milky_Way.jpg|frame|center|text-bottom|thumb|Figure 7:]] Within the context of Bully timestamps, the "Bully" galactic year is defined to have a duration of exactly 2⁴¹ Bully timestamps (approximately 213 million years). With this definition in mind, it is easy to convert between Bully timestamps and Bully Galactic years. The Hadean Eon, for example, began during approximate timestamp 5720 9000 0000 and ended with 5C2A 0000 0000. Thus the Hadean Eon lasted 2.5 Galactic years. * ''{{mono|5600 0000 0000}}'' — ''{{mono|57FF FFFF FFFF}}'' ** Bully Galactic Year 43 * ''{{mono|5800 0000 0000}}'' — ''{{mono|59FF FFFF FFFF}}'' ** Bully Galactic Year 44 * ''{{mono|5A00 0000 0000}}'' — ''{{mono|5BFF FFFF FFFF}}'' ** Bully Galactic Year 45 * ''{{mono|5C00 0000 0000}}'' — ''{{mono|5DFF FFFF FFFF}}'' ** Bully Galactic Year 46 ==== Bully Galactic year 65 ==== As shown in Figure 8, Bully Galactic Year 65 began 3.8 million years ago during Bully timestamp 8200 0000 0000. At that time, Sagittarius A* would have appeared to sit at the intersection of the Ecliptic and Galactic Plane. Galactic Year 65 will end 119 million years in the future during Bully timestamp 8300 0000 0000. [[File:Bully_Astronomical_Coordinates.slide_4.svg|frame|center|text-bottom|thumb|Figure 8:]] === Galactic Weeks === A '''galactic week''' can be thought of as the approximate duration of time required for the Sun to orbit '''6.9 degrees''' around the galactic center (approximately 4.1 million years), so that 52 galactic weeks is equivalent to one galactic year. The following table (see Figure 9) illustrates the division of one galactic year's worth of Bully timestamps into 52 equal portions. Galactic year "65" begins with Bully timestamp 8200 0000 0000 and ends with timestamp 83FF FFFF FFFF. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 9: Bully Galactic Year 65 |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic <br /> Year 65 || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 0}} || {{nowrap|8200 0000 0000}} || {{nowrap|8280 0000 0000}} || {{nowrap|8300 0000 0000}} || {{nowrap|8380 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 1}} || {{nowrap|8209 D89D 89D8}} || {{nowrap|8289 D89D 89D8}} || {{nowrap|8309 D89D 89D8}} || {{nowrap|8389 D89D 89D8}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 2}} || {{nowrap|8213 B13B 13B1}} || {{nowrap|8293 B13B 13B1}} || {{nowrap|8313 B13B 13B1}} || {{nowrap|8393 B13B 13B1}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 3}} || {{nowrap|821D 89D8 9D89}} || {{nowrap|829D 89D8 9D89}} || {{nowrap|831D 89D8 9D89}} || {{nowrap|839D 89D8 9D89}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 4}} || {{nowrap|8227 6276 2762}} || {{nowrap|82A7 6276 2762}} || {{nowrap|8327 6276 2762}} || {{nowrap|83A7 6276 2762}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 5}} || {{nowrap|8231 3B13 B13B}} || {{nowrap|82B1 3B13 B13B}} || {{nowrap|8331 3B13 B13B}} || {{nowrap|83B1 3B13 B13B}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 6}} || {{nowrap|823B 13B1 3B13}} || {{nowrap|82BB 13B1 3B13}} || {{nowrap|833B 13B1 3B13}} || {{nowrap|83BB 13B1 3B13}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 7}} || {{nowrap|8244 EC4E C4EC}} || {{nowrap|82C4 EC4E C4EC}} || {{nowrap|8344 EC4E C4EC}} || {{nowrap|83C4 EC4E C4EC}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 8}} || {{nowrap|824E C4EC 4EC4}} || {{nowrap|82CE C4EC 4EC4}} || {{nowrap|834E C4EC 4EC4}} || {{nowrap|83CE C4EC 4EC4}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 9}} || {{nowrap|8258 9D89 D89D}} || {{nowrap|82D8 9D89 D89D}} || {{nowrap|8358 9D89 D89D}} || {{nowrap|83D8 9D89 D89D}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 10}} || {{nowrap|8262 7627 6276}} || {{nowrap|82E2 7627 6276}} || {{nowrap|8362 7627 6276}} || {{nowrap|83E2 7627 6276}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 11}} || {{nowrap|826C 4EC4 EC4E}} || {{nowrap|82EC 4EC4 EC4E}} || {{nowrap|836C 4EC4 EC4E}} || {{nowrap|83EC 4EC4 EC4E}} |- style="font-size:small:small;background-color:#ffffff;” | style="font-weight: bold; background-color: #eaecf0;" | {{nowrap|Week 12}} || {{nowrap|8276 2762 7627}} || {{nowrap|82F6 2762 7627}} || {{nowrap|8376 2762 7627}} || {{nowrap|83F6 2762 7627}} |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] ==== The Metonic Cycle ==== The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 0mjeoczbnhzyvdceh5ukhiq6c2523m2 0 324905 2817505 2817317 2026-07-01T10:48:35Z ~2026-37778-37 3098195 /* Definition */ 2817505 wikitext text/x-wiki {{Portal|Plurilingual education|Logo PEP.jpg}} {{Education}}{{Course}} == '''Objective''' == At the end of the contribution, you will be able to explain the concept of tertiary language teaching, give some concrete examples and apply didactic principles of tertiary language teaching to your own lessons. == '''Keywords''' == second language, didactics of plurilingualism, “Deutsch nach Englisch” (German after English), language awareness, learning strategies == '''Table of contents''' == * Introduction * History of the concept * Definitions * Practical examples * Take home messages * Self-assessment (multiple choice with solutions, open questions…) * Resources to go further == '''Introduction''' == If you teach young adults nowadays, you can usually assume that they have already learnt English, as English has become established worldwide as the first foreign language (L2), especially in the context of foreign language learning at school. Very often, we can expect that when they start learning another foreign language at school (or at university), they are already familiar with learning techniques and strategies for learning foreign languages and also have acquired a certain level of language awareness. The teaching of additional foreign languages (L3, L4, L5, the so-called tertiary languages) can therefore often build on previous experience of the language learning process of English (or other previously acquired languages). The following could be a task for learners of German as a Foreign Language who had previously learnt English, in which they are asked to reflect on the similarities and differences between English and German. In this case, they should realize that there are real friends (same meaning), but also false friends (with different meaning), which means that similarities between English and German can be helpful when learning German; but there are also stumbling blocks that can hinder learning and cause one to fall into a trap. {| class="wikitable" |'''English (E)''' |'''German (G)''' |'''Real friend or false friend?''' |'''Meaning/s''' |- |house |Haus |✅ Friend |building, in which one lives |- |hand |Hand |… |part of … |- |gift |Gift |❌ False friend |gift (E) = Geschenk (G) ↔ Gift (G) = poison (E), |- |to become |bekommen |… |… |- |brave |brav |… |... |- |student |Student |… |… |- |actually |aktuell |… |… |- |fast |fast |… |… |- |also |also |… |… |} You can then discuss with the learners which words in German are easy to understand if you know English, which words are dangerous because they mean something different, and under what circumstances your knowledge of English can still help you learn German.[A1] If we teach one of these tertiary languages, then it is important that we take the previous experience into account. But what should this teaching be like? What principles should it be based on? This article explains the origin, presents the definition and principles of tertiary language teachings. Examples are included and further reading suggestions are provided. == '''History of concept''' == Tertiary language teaching developed as an independent field of research in the 1990s. The fact that it is assumed that learners can strategically use their previously acquired knowledge and skills constructively for learning additional foreign language(s) when learning several foreign languages consecutively. This has marked a break with the previous belief that the influence of previously learnt languages was rather negative (ʽnegative transferʼ) and led to interference and that for this reason a separation of the languages offered was necessary. It was not until around 1990 that tertiary language research began to focus on the positive transfer effects and use them for foreign language teaching. The first thoughts on specific didactic approaches for the acquisition of a third language emerged as early as 1980-1990, particularly in Europe, in order to respond to the reality of a Europe that was growing together, its large and small languages, i.e. its multilingualism. The geographical focus of early research into tertiary language didactics was Scandinavia, France, Spain, Germany and Austria. With the publication of the ''European Framework of Reference for Languages'' (CEFR), an increased awareness of multilingualism was promoted and influenced the development of tertiary language teaching. In the 2000s, research was enriched by concepts of language awareness and intercomprehension. As a result, the term is increasingly being replaced by the term multilingual didactics in the sense of an overall language concept. == '''Definition''' == Tertiary language didactics is just one of several possible manifestations of the concept of plurilingual teaching. The term ''tertiary language'' refers to two different contexts: In tertiary language research, it refers to that language which is learnt after the L1 and a second foreign language (L2). In the school context, however, tertiary language refers to any other foreign language (L3, L4, L5,...) that is learnt after a second foreign language. Tertiary languages are generally foreign languages learnt late (at school). It is assumed that learning an L3 (and other foreign languages) differs significantly from learning a first foreign language (L2). In terms of language acquisition theory, it is assumed that when learners begin to learn a second (or further) foreign language, they have prerequisites that were not yet present when they learnt their first foreign language. Thus, when learning subsequent foreign languages, there are many layers of experience from learning the first foreign language. This experience is reflected in procedural and declarative knowledge, which includes knowledge of learning strategies and learning techniques as well as the language skills already acquired in the first foreign language. Language comparison is a key method. Learners of tertiary languages do not primarily activate the languages themselves, but a range of cognitive, metacognitive, and linguistic strategies influenced by their previous language learning experiences. In the context of tertiary language teaching five didactic and methodological principles are defined (Neuner 2009: 7-8): * ''Cognitive learning'': developing language awareness (by comparing languages) and language learning awareness (expanding learning techniques and learning strategies) * ''Understanding as the basis and starting point of foreign language learning'' (many language phenomena (hundreds of words; many elements of grammar; texts; etc.) can be understood by using English (or another L2) * ''Content-orientation'' (age-appropriate content; inclusion of one's own world and the world of the languages one has already begun to learn) * ''Text-orientation''; inclusion of the new types of text in the ‘new media’ * ''Economization of the learning process'' (activation of learners (incorporate all the language(s) and learning strategies already ‘in your head’ while learning a L3); creative use of language (e.g. forming hypotheses on word meanings, language rules and texts through language comparison); guidance on self-evaluation, etc.). There are languages that are typical tertiary languages. From a global perspective, German, for example, is a typical tertiary language, as German is almost always learnt after another foreign language (usually English). This is why tertiary language teaching in Germany also became known as ''German after English'' (Deutsch als Fremdsprache nach Englisch (DaFnE)). The aim of DaFnE is to research the influences of prior English acquisition on subsequent German acquisition and to develop concepts to use these influences for German acquisition and DaF lessons (see practical examples). Unfortunately, the tertiary language teaching approach is not yet sufficiently recognized in teaching practice. In terms of curriculum and methodology, the existing programs are still too much in the tradition of nationally conceived foreign language teaching. This applies to the extensive ignoring of pluralistic approaches, in this case the individual multilingualism profiles that are relevant to learning on the part of the students, including language learning competence. == '''Practical examples:''' == There are two possible starting positions when learning and teaching a tertiary language: Either similarities are used for positive transfer or there is a warning about possible interference, e.g. false friends, differences in verb position. As a rule, the positive comparison is favored. Some examples of exercises for German as a tertiary language are given below. The '''first example''' shows how similar the German and English words for body parts are (Fig. 1). [[File:EN-DE_Parts_of_the_body.png|thumb|Fig. 1: Parts of the body]] The '''second example''' shows the similarities in verbs between English and German, but also another language (Tab.1). ''Complete the table. What are the verbs in your language?'' {| class="wikitable" | valign="top" |'''English''' | valign="top" |'''German''' | valign="top" |'''Other language''' |- | valign="top" |'''To come''' | valign="top" |'''kommen''' | valign="top" | |- | valign="top" |to control | valign="top" |kontrollieren | valign="top" | |- | valign="top" |to discuss | valign="top" |diskutieren | valign="top" | |- | valign="top" |to drink | valign="top" |trinken | valign="top" | |- | valign="top" |to help | valign="top" |helfen | valign="top" | |- | valign="top" |to organize | valign="top" |organisieren | valign="top" | |- | valign="top" |to speak | valign="top" |sprechen | valign="top" | |- | valign="top" |to stand | valign="top" |stehen | valign="top" | |} Tab. 1: Verbs between English, German and another language The '''third example''' focuses on comparing the possessive adjectives between German, English, Italian and other languages, e.g. the student’s own L1 (Tab. 2). ''Who’s house this? Complete the table. How do you express that in your language?'' {| class="wikitable" | valign="top" | | valign="top" |'''English''' | valign="top" |'''German''' | valign="top" |'''Italian''' | valign="top" |'''Other language''' |- | valign="top" |Max (m.) | valign="top" |his house | valign="top" |sein Haus | valign="top" |la sua casa | valign="top" | |- | valign="top" |Anna (f.) | valign="top" |her house | valign="top" |ihr Haus | valign="top" |la sua casa | valign="top" | |- | valign="top" |Max and Anna | valign="top" |their house | valign="top" |ihr Haus | valign="top" |la loro casa | valign="top" | |} Tab. 2: Possessive articles in English, German, Italian and another language The '''fourth example''' focuses on the realization of the ''Konjunktiv II'' (wishes and unreal conditionals) with different auxiliary verbs in German and English, as well as other languages. (Tab. 3 and Tab. 4) ''I would like to do …''Read the example and complete the table. How is a real possibility expressed in other languages? {| class="wikitable" |'''English''' |'''German''' |'''Other language''' |'''Other language''' |- |would + infinite ''I would eat'' |Form of Konjunktiv II or würde + Infinitiv ''Ich würde … essen'' | | |} Tab. 3: Real conditional clauses in English, German and other languages ''If I had …'' How is an irreal condition (also in the past) expressed in other languages? {| class="wikitable" |'''English''' |'''German''' |'''Other language''' |'''Other language''' |- |''If I still had the chance, I would go.'' |''Wenn ich noch die Chance hätte, würde ich gehen.'' ''Hätte ich noch die Chance, würde ich gehen.'' | | |- |''If I had had the chance, I would have gone.'' |''Wenn ich die Chance gehabt hätte, wäre ich gegangen.'' ''Hätte ich die Chance gehabt, wäre ich gegangen.'' | | |} Tab. 4: Irreal conditional clauses in English, German and other languages == '''Take home messages''' == A. Read the entry again, highlight important key words and write a short summary as if you were explaining the concept of tertiary language teaching to another person. B. Try to answer the following questions: What previous experience, knowledge, strategies etc. did you transfer from learning an L2 to learning an L3? Try to find examples that include the foreign languages you have learnt so far or your language learning history. Do you already have experience with tertiary language teaching? Can you think of any examples of your own foreign language teaching or class experience where tertiary language teaching would have been more appropriate? == '''Self-assessment (multiple choice with solutions, open questions…)''' == <quiz display=simple> {Question 1: Which statement best describes tertiary language didactics?} -A) It deals with the acquisition of the first language (L1). +B) It examines the acquisition and teaching of a third or additional foreign language. -C) It is synonymous with second language didactics. -D) It focusses exclusively on the teaching of English as a foreign language. {Question 2: Which of the following terms is a central concept of tertiary language didactics?} +A) Language comparison -B) Communicative method -C) Universal grammar -D) Audiolingual method {Question 3: What role does the concept of positive language transfer play in tertiary language didactics?} -A) It describes the negative influence of already acquired languages. -B) It means that learners consciously avoid drawing parallels between languages. +C) It describes the promotion of the acquisition of new languages through existing language learning strategies. -D) It plays no role in tertiary language didactics. {Question 4: Which of the following language pairs and their sequence are not typical for tertiary language teaching?} -A) English > German -B) Portuguese > Spanish -C) French > Italian +D) Russian > English </quiz> == '''Resources to go further''' == Hufeisen, Britta (2003): Le, L2, L3, L4, Lx – alle gleich? Linguistische, lernerinterne und lernerexterne Faktoren in Modellen zum multiplen Spracherwerb. In: ''Zeitschrift für interkulturellen Fremdsprachenunterricht'' 8 (2/3). [https:zif.tujournals.ulb-tu-darmstadt.de] Neuner, Gerhad & Hufeisen, Britta (eds.) (2003): ''Mehrsprachigkeitskonzept – Tertiärsprachen – Deutsch nach Englisch'', Strasbourg: Council of Europe Publishing. Hufeisen, Britte/ Lindemann, Beate (1998): ''Tertiärsprachen. Theorien, Modelle, Methoden'', Stauffenburg, Tübingen. == '''Bibliography''' == Neuner, Gerhard (2009): ''Mehrsprachigkeitsdidaktik und Tertiärsprachenlernen. Grundlagen - Dimensionen – Merkmale. Zur Konzeption des Lehrwerks „deutsch.com“''. [https/www.hueber.de] Kursiča, Anta/ Neuner, Gerhard (2006): ''Deutsch ist easy''! Lehrerhandreichungen und Kopiervorlagen „Deutsch nach Englisch“ für den Anfangsunterricht, Ismaning: Hueber. Strathmann, Jochen (2019): “Tertiärsprachen” In: Fäcke, Christian/ Meißner, Franz-Joseph (eds.): Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik. Tübingen: Narr Francke Attempto, pp. 415-417. Hoffmann, Sabine (2013): ''Didattica della lingua tedesca''. Roma: Carocci. Hufeisen, Britta (2011): “Tertiärsprachendidaktik” In: Barkowski, Hans/ Krumm, Hans-Jürgen (eds.): ''Fachlexikon Deutsche als Fremd- und Zweitsprache''. Tübingen und Basel: Narr Francke Attempto, p. 334. Braun, Birgit et al. (2016): ''Daf kompakt neu''. A1-B1. Übungsbuch. Stuttgart: Ernst Klett Sprachen. ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Martina Nied Curcio (Università Roma Tre) * Daniela Zini (Università Roma Tre) [[Portal: Plurilingual education]] [[Category:Linguistics]] [[Category:Applied linguistics]] bdmmnni11o3uvbo29n1t2wv8bhz2qth 2817506 2817505 2026-07-01T10:52:21Z ~2026-37778-37 3098195 2817506 wikitext text/x-wiki {{Portal|Plurilingual education|Logo PEP.jpg}} {{Education}}{{Course}} == '''Objective''' == At the end of the contribution, you will be able to explain the concept of tertiary language teaching, give some concrete examples and apply didactic principles of tertiary language teaching to your own lessons. == '''Keywords''' == second language, didactics of plurilingualism, “Deutsch nach Englisch” (German after English), language awareness, learning strategies == '''Table of contents''' == * Introduction * History of the concept * Definitions * Practical examples * Take home messages * Self-assessment (multiple choice with solutions, open questions…) * Resources to go further == '''Introduction''' == If you teach young adults nowadays, you can usually assume that they have already learnt English, as English has become established worldwide as the first foreign language (L2), especially in the context of foreign language learning at school. Very often, we can expect that when they start learning another foreign language at school (or at university), they are already familiar with learning techniques and strategies for learning foreign languages and also have acquired a certain level of language awareness. The teaching of additional foreign languages (L3, L4, L5, the so-called tertiary languages) can therefore often build on previous experience of the language learning process of English (or other previously acquired languages). The following could be a task for learners of German as a Foreign Language who had previously learnt English, in which they are asked to reflect on the similarities and differences between English and German. In this case, they should realize that there are real friends (same meaning), but also false friends (with different meaning), which means that similarities between English and German can be helpful when learning German; but there are also stumbling blocks that can hinder learning and cause one to fall into a trap. {| class="wikitable" |'''English (E)''' |'''German (G)''' |'''Real friend or false friend?''' |'''Meaning/s''' |- |house |Haus |✅ Friend |building, in which one lives |- |hand |Hand |… |part of … |- |gift |Gift |❌ False friend |gift (E) = Geschenk (G) ↔ Gift (G) = poison (E), |- |to become |bekommen |… |… |- |brave |brav |… |... |- |student |Student |… |… |- |actually |aktuell |… |… |- |fast |fast |… |… |- |also |also |… |… |} You can then discuss with the learners which words in German are easy to understand if you know English, which words are dangerous because they mean something different, and under what circumstances your knowledge of English can still help you learn German.[A1] If we teach one of these tertiary languages, then it is important that we take the previous experience into account. But what should this teaching be like? What principles should it be based on? This article explains the origin, presents the definition and principles of tertiary language teachings. Examples are included and further reading suggestions are provided. == '''History of concept''' == Tertiary language teaching developed as an independent field of research in the 1990s. The fact that it is assumed that learners can strategically use their previously acquired knowledge and skills constructively for learning additional foreign language(s) when learning several foreign languages consecutively. This has marked a break with the previous belief that the influence of previously learnt languages was rather negative (ʽnegative transferʼ) and led to interference and that for this reason a separation of the languages offered was necessary. It was not until around 1990 that tertiary language research began to focus on the positive transfer effects and use them for foreign language teaching. The first thoughts on specific didactic approaches for the acquisition of a third language emerged as early as 1980-1990, particularly in Europe, in order to respond to the reality of a Europe that was growing together, its large and small languages, i.e. its multilingualism. The geographical focus of early research into tertiary language didactics was Scandinavia, France, Spain, Germany and Austria. With the publication of the ''European Framework of Reference for Languages'' (CEFR), an increased awareness of multilingualism was promoted and influenced the development of tertiary language teaching. In the 2000s, research was enriched by concepts of language awareness and intercomprehension. As a result, the term is increasingly being replaced by the term multilingual didactics in the sense of an overall language concept. == '''Definition''' == Tertiary language didactics is just one of several possible manifestations of the concept of plurilingual teaching. The term ''tertiary language'' refers to two different contexts: In tertiary language research, it refers to that language which is learnt after the L1 and a second foreign language (L2). In the school context, however, tertiary language refers to any other foreign language (L3, L4, L5,...) that is learnt after a second foreign language. Tertiary languages are generally foreign languages learnt late (at school). It is assumed that learning an L3 (and other foreign languages) differs significantly from learning a first foreign language (L2). In terms of language acquisition theory, it is assumed that when learners begin to learn a second (or further) foreign language, they have prerequisites that were not yet present when they learnt their first foreign language. Thus, when learning subsequent foreign languages, there are many layers of experience from learning the first foreign language. This experience is reflected in procedural and declarative knowledge, which includes knowledge of learning strategies and learning techniques as well as the language skills already acquired in the first foreign language. Language comparison is a key method. Learners of tertiary languages do not primarily activate the languages themselves, but a range of cognitive, metacognitive, and linguistic strategies influenced by their previous language learning experiences. In the context of tertiary language teaching five didactic and methodological principles are defined (Neuner 2009: 7-8): * ''Cognitive learning'': developing language awareness (by comparing languages) and language learning awareness (expanding learning techniques and learning strategies) * ''Understanding as the basis and starting point of foreign language learning'' (many language phenomena (hundreds of words; many elements of grammar; texts; etc.) can be understood by using English (or another L2) * ''Content-orientation'' (age-appropriate content; inclusion of one's own world and the world of the languages one has already begun to learn) * ''Text-orientation''; inclusion of the new types of text in the ‘new media’ * ''Economization of the learning process'' (activation of learners (incorporate all the language(s) and learning strategies already ‘in your head’ while learning a L3); creative use of language (e.g. forming hypotheses on word meanings, language rules and texts through language comparison); guidance on self-evaluation, etc.). There are languages that are typical tertiary languages. From a global perspective, German, for example, is a typical tertiary language, as German is almost always learnt after another foreign language (usually English). This is why tertiary language teaching in Germany also became known as ''German after English'' (Deutsch als Fremdsprache nach Englisch (DaFnE)). The aim of DaFnE is to research the influences of prior English acquisition on subsequent German acquisition and to develop concepts to use these influences for German acquisition and DaF lessons (see practical examples). Unfortunately, the tertiary language teaching approach is not yet sufficiently recognized in teaching practice. In terms of curriculum and methodology, the existing programs are still too much in the tradition of nationally conceived foreign language teaching. This applies to the extensive ignoring of pluralistic approaches, in this case the individual multilingualism profiles that are relevant to learning on the part of the students, including language learning competence. == '''Practical examples:''' == There are two possible starting positions when learning and teaching a tertiary language: Either similarities are used for positive transfer or there is a warning about possible interference, e.g. false friends, differences in verb position. As a rule, the positive comparison is favored. Some examples of exercises for German as a tertiary language are given below. The '''first example''' shows how similar the German and English words for body parts are (Fig. 1). [[File:EN-DE_Parts_of_the_body.png|thumb|Fig. 1: Parts of the body]] The '''second example''' shows the similarities in verbs between English and German, but also another language (Tab.1). ''Complete the table. What are the verbs in your language?'' {| class="wikitable" | valign="top" |'''English''' | valign="top" |'''German''' | valign="top" |'''Other language''' |- | valign="top" |'''To come''' | valign="top" |'''kommen''' | valign="top" | |- | valign="top" |to control | valign="top" |kontrollieren | valign="top" | |- | valign="top" |to discuss | valign="top" |diskutieren | valign="top" | |- | valign="top" |to drink | valign="top" |trinken | valign="top" | |- | valign="top" |to help | valign="top" |helfen | valign="top" | |- | valign="top" |to organize | valign="top" |organisieren | valign="top" | |- | valign="top" |to speak | valign="top" |sprechen | valign="top" | |- | valign="top" |to stand | valign="top" |stehen | valign="top" | |} Tab. 1: Verbs between English, German and another language The '''third example''' focuses on comparing the possessive adjectives between German, English, Italian and other languages, e.g. the student’s own L1 (Tab. 2). ''Who’s house this? Complete the table. How do you express that in your language?'' {| class="wikitable" | valign="top" | | valign="top" |'''English''' | valign="top" |'''German''' | valign="top" |'''Italian''' | valign="top" |'''Other language''' |- | valign="top" |Max (m.) | valign="top" |his house | valign="top" |sein Haus | valign="top" |la sua casa | valign="top" | |- | valign="top" |Anna (f.) | valign="top" |her house | valign="top" |ihr Haus | valign="top" |la sua casa | valign="top" | |- | valign="top" |Max and Anna | valign="top" |their house | valign="top" |ihr Haus | valign="top" |la loro casa | valign="top" | |} Tab. 2: Possessive articles in English, German, Italian and another language The '''fourth example''' focuses on the realization of the ''Konjunktiv II'' (wishes and unreal conditionals) with different auxiliary verbs in German and English, as well as other languages. (Tab. 3 and Tab. 4) ''I would like to do …''Read the example and complete the table. How is a real possibility expressed in other languages? {| class="wikitable" |'''English''' |'''German''' |'''Other language''' |'''Other language''' |- |would + infinite ''I would eat'' |Form of Konjunktiv II or würde + Infinitiv ''Ich würde … essen'' | | |} Tab. 3: Real conditional clauses in English, German and other languages ''If I had …'' How is an irreal condition (also in the past) expressed in other languages? {| class="wikitable" |'''English''' |'''German''' |'''Other language''' |'''Other language''' |- |''If I still had the chance, I would go.'' |''Wenn ich noch die Chance hätte, würde ich gehen.'' ''Hätte ich noch die Chance, würde ich gehen.'' | | |- |''If I had had the chance, I would have gone.'' |''Wenn ich die Chance gehabt hätte, wäre ich gegangen.'' ''Hätte ich die Chance gehabt, wäre ich gegangen.'' | | |} Tab. 4: Irreal conditional clauses in English, German and other languages == '''Take home messages''' == A. Read the entry again, highlight important key words and write a short summary as if you were explaining the concept of tertiary language teaching to another person. B. Try to answer the following questions: What previous experience, knowledge, strategies etc. did you transfer from learning an L2 to learning an L3? Try to find examples that include the foreign languages you have learnt so far or your language learning history. Do you already have experience with tertiary language teaching? Can you think of any examples of your own foreign language teaching or class experience where tertiary language teaching would have been more appropriate? == '''Self-assessment (multiple choice with solutions, open questions…)''' == <quiz display="simple"> {Question 1: Which statement best describes tertiary language didactics?} -A) It deals with the acquisition of the first language (L1). +B) It examines the acquisition and teaching of a third or additional foreign language. -C) It is synonymous with second language didactics. -D) It focusses exclusively on the teaching of English as a foreign language. {Question 2: Which of the following terms is a central concept of tertiary language didactics?} +A) Language comparison -B) Communicative method -C) Universal grammar -D) Audiolingual method {Question 3: What role does the concept of language transfer play in tertiary language didactics?} -A) It describes the negative influence of already acquired languages. -B) It means that learners consciously avoid drawing parallels between languages. +C) It describes the promotion of the acquisition of new languages through existing language learning strategies. -D) It plays no role in tertiary language didactics. {Question 4: Which of the following language pairs and their sequence are not typical for tertiary language teaching?} -A) English > German -B) Portuguese > Spanish -C) French > Italian +D) Russian > English </quiz> == '''Resources to go further''' == Hufeisen, Britta (2003): Le, L2, L3, L4, Lx – alle gleich? Linguistische, lernerinterne und lernerexterne Faktoren in Modellen zum multiplen Spracherwerb. In: ''Zeitschrift für interkulturellen Fremdsprachenunterricht'' 8 (2/3). [https:zif.tujournals.ulb-tu-darmstadt.de] Neuner, Gerhad & Hufeisen, Britta (eds.) (2003): ''Mehrsprachigkeitskonzept – Tertiärsprachen – Deutsch nach Englisch'', Strasbourg: Council of Europe Publishing. Hufeisen, Britte/ Lindemann, Beate (1998): ''Tertiärsprachen. Theorien, Modelle, Methoden'', Stauffenburg, Tübingen. == '''Bibliography''' == Neuner, Gerhard (2009): ''Mehrsprachigkeitsdidaktik und Tertiärsprachenlernen. Grundlagen - Dimensionen – Merkmale. Zur Konzeption des Lehrwerks „deutsch.com“''. [https/www.hueber.de] Kursiča, Anta/ Neuner, Gerhard (2006): ''Deutsch ist easy''! Lehrerhandreichungen und Kopiervorlagen „Deutsch nach Englisch“ für den Anfangsunterricht, Ismaning: Hueber. Strathmann, Jochen (2019): “Tertiärsprachen” In: Fäcke, Christian/ Meißner, Franz-Joseph (eds.): Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik. Tübingen: Narr Francke Attempto, pp. 415-417. Hoffmann, Sabine (2013): ''Didattica della lingua tedesca''. Roma: Carocci. Hufeisen, Britta (2011): “Tertiärsprachendidaktik” In: Barkowski, Hans/ Krumm, Hans-Jürgen (eds.): ''Fachlexikon Deutsche als Fremd- und Zweitsprache''. Tübingen und Basel: Narr Francke Attempto, p. 334. Braun, Birgit et al. (2016): ''Daf kompakt neu''. A1-B1. Übungsbuch. Stuttgart: Ernst Klett Sprachen. ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Martina Nied Curcio (Università Roma Tre) * Daniela Zini (Università Roma Tre) [[Portal: Plurilingual education]] [[Category:Linguistics]] [[Category:Applied linguistics]] 2pq3peph8miu29yd2e8igcmmbh4uhar 102 324936 2817507 2814877 2026-07-01T11:06:20Z Projet PEP 3002502 2817507 wikitext text/x-wiki <!-- BANNER ACROSS TOP OF PAGE --> <!---------------------- TABS -------------------------> {{Portal:Wikilang/start tab}} Welcome to the portal "Plurilingual education". It is a collection of free resources dedicated to plurilingual education to be used for pre-service and in-service training of language teachers. It has been created by the European project PEP, which is co-funded by the European Commission within the Erasmus+ programme (Promoting plurilingual education, 2023-1-FR01-KA220-HED-000160820). {{end tab}} <!---------------------- WELCOME -------------------------> {| cellspacing="0" cellpadding="0" | colspan="2" | |- style="vertical-align: top;" | style="padding-right: 1.2em; width: 50%;" | <!---------------------- FEATURED CONTENT -----------------------> {{Frame alt | color = 006699 | title = Featured resources | content = Following "lessons" are available. More are coming soon! * [[Awakening to languages]] * [[CLIL (Content and Language Integrated Learning)]] * [[Decolonial perspective in plurilingual education]] * [[Plurilingual education and digital technologies|Digital technologies in plurilingual education]] * [[Deaf and hard of hearing people and mulitlingual education]] * [[Dominant language constellation]] * [[English as a Lingua Franca (ELF)]] * [[Endangered languages and plurilingual education]] * [[Heritage Language|Heritage language]] * [[Intercomprehension]] * [[Language biography and identity texts]] * [[Language inclusion]] * [[Language mediation]] * [[Language policies: Educational and family language policies]] * [[Language Portfolio|Language portfolio]] * [[Linguistic landscapes in education]] * [[Migrants, bilingualism & parental involvement]] * [[Multilingual awareness - Language awareness - Metacompetencies]] * [[Multulingual turn]] * [[Native language(s), L1, family language, border language(s)... and more!]] * [[Native speakerism]] * [[Non-formal and informal plurilingual education]] * [[Pluralistic approach]] * [[Plurilingualism in marginalized contexts]] * [[Pluringualism in the CEFR]] * [[Assessing the plurilingual competence|Plurilingual assessment - Assessing the plurilingual competence]] * [[Assessment of the knowledge and competences of plurilingual learners|Plurilingual assessment - Assessment of the knowledge and competences of plurilingual learners]] * [[Pedagogy of variation]] * [[Plurilingual and inter/transcultural competence]] * [[Plurilingualism and plurilingual education in the past]] * [[Telecollaboration and plurilingualism]] * [[Tertiary language teaching]] * [[Terminology and plurilingual education]] * [[Teachers’ beliefs and plurilingualism]] * [[Theories and models of plurilingualism]] * [[Translanguaging]] }} <!------------------------ LANGUAGES ---------------------------> {{Frame alt | color = 006699 | title = Library | content = Useful ressources to read * Cortés Velásquez, D., Strasser, M. et al. (2025a). ''L’utilisation des langues dans l’enseignement secondaire et supérieur : Croyances et pratiques des enseignants''. PEP – Promoting Plurilingual Education. [https://www.fdr.uni-hamburg.de/record/16757 https://www.fdr.uni-hamburg.de/record/16757] * Cortés Velásquez, D., Strasser, M. et al. (2025b). ''Project Promoting Plurilingual Education (PEP) -KA220-HED- E96C9232 Survey Report. Language use in secondary and higher education : Teachers’ beliefs and practices''. PEP – Promoting Plurilingual Education. [https://doi.org/10.25592/uhhfdm.16755 https://doi.org/10.25592/uhhfdm.16755] * Cortés Velásquez, D., Strasser, M. et al. (2025c). ''Sprachgebrauch in der Sekundar- und Hochschulbildung : Überzeugungen und Praktiken von Lehrkräften''. PEP – Promoting Plurilingual Education. [https://doi.org/10.25592/uhhfdm.16758 https://doi.org/10.25592/uhhfdm.16758 ] }} | style="padding-left: 1.2em; width: 50%;" | <!-------------------------- NEWS ---------------------------> {{Frame alt | color = 990000 | title = News | content = Selected worldwide news about plurilingual education: * '''[https://sites.google.com/view/pep-conference Conference - Bridging Voices in Plurilingual Education: Policies, Research and Practices]''', 23-24 october 2025, Rom. The conference was organised by Università degli Studi Roma Tre within the framework of the PEP project (Promoting plurilingual education, 2023-1-FR01-KA220-HED-000160820). }}<!------------------------ EXTERNAL RESOURCES ------------------------->{{Frame alt | title = External ressources | content = Projects and materials to "teach" plurilingual education *[https://sites.google.com/view/pepproject/productions/livret-de-bonnes-pratiques-good-practices-booklet Booklet of adaptable plurilingual practices] *[https://www.ecml.at/en/ECML-Programme/Programme-2020-2023/Mediation-in-teaching-and-assessment METLA - Mediation in teaching, learning and assessment] *[https://www.coe.int/en/web/language-policy/plurilingualism CEFR and Plurilingualism] *[https://carap.ecml.at/ CARAP/FREPA] }}<!------------------------ OTHER --------------------------->{{Frame alt | color = 339966 | title = Other resources in the Wikiversity | content = '''Learning Groups''' * [[Portal:Foreign Language Learning|Foreign Language Learning]] * [[Portal:TESOL|Teaching English to speakers of other languages (TESOL)]] * [[Portal:Translation|Translation]] '''In the French Wikiversité''' *[https://fr.wikiversity.org/wiki/D%C3%A9partement:Didactique_des_langues Department of plurilingual education in the French Wikiversité] }} [[Category:Wikilang|*]] [[Category:Foreign Language Learning|*]] [[fr:Faculté:Wikilangues]] <!-- {{Frame alt | color = 990000 | title = Click on a continent | content = <div>{{Wikilang map}}</div><br>Click on a continent to get to a portal of languages of this continent. }} |}--> |} 2i0lzveeb3stquffcde204enedgaz0w 0 325536 2817437 2774836 2026-06-30T16:43:30Z Atcovi 276019 project box(es) 2817437 wikitext text/x-wiki {{psychology}} {{collection}} [[File:The conservation of the child; a manual of clinical psychology, presenting the examination and treatment of backward children (1912) (14586188170).jpg|thumb|The field of Clinical Psychology integrates science, theory, and practice to understand, predict, and alleviate maladjustment, disability, and discomfort as well as to promote human adaptation, adjustment, and personal development. Clinical Psychology focuses on the intellectual, emotional, biological, psychological, social, and behavioral aspects of human functioning across the life span, in varying cultures, and at all socioeconomic levels. (source: https://us.sagepub.com/sites/default/files/upm-binaries/51211_ch_1.pdf)]] '''Clinical psychology''' is a speciality of [[school:psychology|psychology]] that focuses on the application of scientific principles and practices, including diagnosis, assessment, intervention, and treatment, to clients experiencing mental disorders or deficiencies. Clinical psychologists may also work in other settings, such as academic settings (as a professor or researcher), forensic settings (as a forensic psychologist), or private practice. The subject is similar to [[medicine]], [[sociology]], and [[pedagogy]].<ref>{{Cite journal|last=Witmer|first=Lightner|date=1907-03-15|title=Clinical Psychology|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC5138541/|journal=The Psychological Clinic|volume=1|issue=1|pages=7|pmc=5138541|pmid=28909380}}</ref><ref>{{Cite book|title=Clinical psychology: science, practice, and diversity|last=Pomerantz|first=Andrew M.|date=2020|publisher=SAGE|isbn=978-1-5443-3361-8|edition=Fifth edition|location=Los Angeles London New Delhi Singapore Washington, DC Melbourne}}</ref> The field of clinical psychology is considered to have been formally founded in March 1896 when American psychologist [[w:Lightner Witmer|Lightner Witmer]] founded a psychology clinic at the [[w:University of Pennsylvania|University of Pennsylvania]] as a response to several local children suffering from a variety of mental deficiencies, including spelling<ref>{{Cite journal|last=Witmer|first=Lightner|date=1907-03-15|title=Clinical Psychology|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC5138541/|journal=The Psychological Clinic|volume=1|issue=1|pages=4|pmc=5138541|pmid=28909380}}</ref>. For his pioneering contributions, he is considered to be the founder of clinical psychology.<ref>{{Cite book|url=https://content.apa.org/books/10253-000|title=Lightner Witmer: His life and times.|last=McReynolds|first=Paul|date=1997|publisher=American Psychological Association|isbn=978-1-55798-444-9|location=Washington|language=en|doi=10.1037/10253-000}}</ref> To be a clinical psychologist, one must attain a doctoral degree (either a [[w:Doctor_of_Psychology|PsyD]] or a [[w:Doctor_of_Philosophy|PhD]]) and pass the [[w:Examination_for_Professional_Practice_in_Psychology|ERPP]]. Other requirements include supervisor hours, state board approval, and a [separate] ethics exam. ==Resources== *[[Counseling psychology]] * [[Developmental psychology]] * [[AP Psychology/Clinical Psychology]] * [[b:Subject:Clinical psychology]] * [[b:Introduction to Psychology/Clinical Psychology]] * [[w:Clinical psychology]] * [[w:Scientist–practitioner model]] * [https://collegepublishing.sagepub.com/products/clinical-psychology-6-275282 ''Clinical Psychology - Science, Practice, and Diversity'' (Sixth Edition), Andrew Mark Pomerantz (sagepub)] {{Wikipedia}} {{Wikibooks}} ==References== {{reflist}} [[Category:Clinical psychology]] ewa2i8x44dmlmu92r1qqakdnlirb6f1 0 326060 2817443 2817326 2026-06-30T19:43:18Z Jeanne Noiraud 1366702 /* Wikimedia projects */ minor precision on how wikiversity works 2817443 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal will be to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of the corpus of articles we selected in Wikidata. The second step was to model the content of the findings of these articles in Wikidata (e.g. causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on aWikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to import academic references into Wikidata, test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations), and explore the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas but are generally not used as part of a literature review methodology. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref>. Procedural justice can include issues of community and citizen participation in decision making, their political representation their consultation or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For example, the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies, initiatives, cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors or included justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files resulting from this step are available at : https://doi.org/10.5281/zenodo.20749973 === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt)<ref name=":5" />. By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 7h59duwcz268i56b1vegoxrp42p8yzy 2817444 2817443 2026-06-30T19:45:25Z Jeanne Noiraud 1366702 /* Methodology */ correcting typo and formulation 2817444 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to import academic references into Wikidata, test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations), and explore the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas but are generally not used as part of a literature review methodology. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref>. Procedural justice can include issues of community and citizen participation in decision making, their political representation their consultation or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For example, the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies, initiatives, cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors or included justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files resulting from this step are available at : https://doi.org/10.5281/zenodo.20749973 === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt)<ref name=":5" />. By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} gfuxb90nc6j655cbq9en9p3gqqrbp0q 2817445 2817444 2026-06-30T19:47:49Z Jeanne Noiraud 1366702 /* 1. Building an academic corpus and enriching bibliographic metadata */ proofreading 2817445 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref>. Procedural justice can include issues of community and citizen participation in decision making, their political representation their consultation or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For example, the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies, initiatives, cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors or included justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files resulting from this step are available at : https://doi.org/10.5281/zenodo.20749973 === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt)<ref name=":5" />. By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} d6t0y8690adsn6md6vzdafb211ojjzi 2817446 2817445 2026-06-30T19:50:55Z Jeanne Noiraud 1366702 /* Database search */ proofreading 2817446 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies, initiatives, cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors or included justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files resulting from this step are available at : https://doi.org/10.5281/zenodo.20749973 === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt)<ref name=":5" />. By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 4qhugww6ik7s33ykd6xkrd75itqix0z 2817447 2817446 2026-06-30T19:56:49Z Jeanne Noiraud 1366702 /* Article selection */ proofreading + correcting zenodo link 2817447 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === To import the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in the database. Next we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt)<ref name=":5" />. By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} m3lgggynosdtaj457g6jgsl0d2673bj 2817448 2817447 2026-06-30T19:58:10Z Jeanne Noiraud 1366702 /* Importing selected articles into Wikidata */ proofreading 2817448 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt)<ref name=":5" />. By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} pezmc2u7cssx3vvweftvx5ndml9w0e7 2817449 2817448 2026-06-30T19:59:33Z Jeanne Noiraud 1366702 /* Article classification through metadata enrichement */ proofreading 2817449 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== Our review included only litterature reviews. We first read abstracts to identify all the [https://angryloki.github.io/wikidata-graph-builder/?item=Q2412849&property=P279&mode=reverse different types of litterature reviews] present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. The types of reviews were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 13su165ctb669rmmcnhmq58v4rfztqt 2817450 2817449 2026-06-30T20:05:22Z Jeanne Noiraud 1366702 /* Adding study type (P8363) */ proofreading + precising statements and wiki links 2817450 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by attributing a unique identifyer to authors in Wikidata and linking these identifiers to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers: following a query, it categorises scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} k5mhj3kjmwtmdpsudyn8j53xuq0lz38 2817451 2817450 2026-06-30T20:07:42Z Jeanne Noiraud 1366702 /* Adding author (P50) */ proofreading 2817451 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows to enter more detail about each academic articles and anyone can add data. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the article {{Wikidata entity link|Q114306483}} {{Wikidata entity link|P921}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount o bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. ==== Future possbilities ==== A solution to the limitations would be to developp the links between Wikidata and other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Building corpus of more precise academic metadata on Wikidata could also ultimately improve the precision of catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and crowdsourced corpus built in Wikidata could be used to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} f0ybvmred0fw0fsq980aktopjzrrpv8 2817456 2817451 2026-06-30T20:22:25Z Jeanne Noiraud 1366702 /* Advantages and limitations of Wikidata to build a rich living academic corpus */ proofreading 2817456 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of a knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. === Concept mapping, thematic networks and causal networks === ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap])<ref name=":19" />. The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding (e.g. grounded theory) to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not always specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref>{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> Researchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 464t9woayivdjhp99vy3ktnbz9j57s7 2817461 2817456 2026-06-30T20:31:06Z Jeanne Noiraud 1366702 /* 2.Modelling the content of litterature reviews */ proofreading + adding transition sentences 2817461 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== We first reflected on what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts. Definitions encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref>{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing approaches coming from psychology and philsosophy attempting to determine the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can create it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 2zb9pjnucre88hpsr74gw53nq171caf 2817463 2817461 2026-06-30T20:37:19Z Jeanne Noiraud 1366702 /* Conceptual modelling */ proofreading 2817463 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting by focusing on the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source to manually enter statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>. In the case of goals versus effects statements, the discrepancy between the goals of energy democracy and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 0jzr37iv0zblxfbhlvp7ts8d8s6m9cw 2817464 2817463 2026-06-30T20:42:11Z Jeanne Noiraud 1366702 /* Testing concept modelling on energy democracy (Q14944319) */ proofreading 2817464 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We also received feedbacks regarding a lack of precision in our statements (too many and too vague statements). We indeed noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. However, another reason why we ended up with very general statements is because we avoided the creation of new Wikidata items, while this could help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} fb9x0b3ehbsftpb51nczxpy282bsn1z 2817467 2817464 2026-06-30T20:50:32Z Jeanne Noiraud 1366702 /* Precision */ proofreading 2817467 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 9236mk1hx0ddkcr6qdcfqkhzkxkqrm4 2817468 2817467 2026-06-30T20:53:32Z Jeanne Noiraud 1366702 /* Precision */ formatting 2817468 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized could potentially be automatized in Wikidata through a complex property constraint (we made a proposition in this sense here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}} . But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== The paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources". Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for final energy consumption. There are such properties of this type in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item on Wikipedia through infoboxes (e.g. the population of a town). But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Thus an alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] But since data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward external datasets and add relevant quantitative statements. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} rfucbi3y657i3hwc2po6d6xptincmm8 2817469 2817468 2026-06-30T21:03:30Z Jeanne Noiraud 1366702 /* Concision */ proofreading 2817469 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, th<nowiki/>en the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple entities. It represents a concept, an ideal, a process and an outcome (we reflected this with multiple {{Wikidata entity link|P31}} statements). We encountered struggles to model differences between process versus outcomes, ideal versus reality, discourses versus practices and phenomenon versus theory. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. In an attempt to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was difficult to separate ''phenomenon versus theory.'' For example, modelling the idea that the literature on energy democracy is fragmented would require creating an item representing the energy democracy literature, not just energy democracy in general. Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. The conclusion of our first attempt is that trying to include the multiple "natures" of energy democracy into a single item is not satisfactory. Implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. But how should we split the different natures of the concept ? Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in WIkidata quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Critical realists posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. Wikidata "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... But its {{Wikidata entity link|Q1713511}} is unclear. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 21d9hm0fl8ghbje0jloyhop4u3gu9d7 2817470 2817469 2026-06-30T21:21:46Z Jeanne Noiraud 1366702 /* Ontology */ precising discussion on ontology 2817470 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, th<nowiki/>en the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata quickly can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory classes. The table below shows the possible root class entity for a few social entities, it is clear they fall under various root distinctions and do not belong to a common class. {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q16686448}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}} {{Wikidata entity link|Q30241068}} |} Our next step would thus be to create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... And make sure the {{Wikidata entity link|Q3882785}} for these various entities is consistent. To do so we will align with a relevant existing standard (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} c7pjrvtgvs22i98w02b5xrczi1qhvyo 2817475 2817470 2026-06-30T21:48:02Z Jeanne Noiraud 1366702 /* Ontology */ completing table with root class entity + completing next research steps 2817475 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, th<nowiki/>en the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata quickly can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. Our next steps will thus be to * Explore if existing standards offer more relevant classes to categorize social entities (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). * Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which could be interesting to study in itself to observe academic writing process (at first we do not commented the nature of our modifications but after thinking about this possibility we described it with more details). The contribution statistics also offers a new way to track author's contributions to a paper. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, except for the management of references. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication. There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? Will academic publisher accept such new writing practices while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and we invite the open science community to discuss this issue. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} qvfr351u8j5ujgrn88nemg487iimvt3 2817476 2817475 2026-06-30T21:53:57Z Jeanne Noiraud 1366702 /* Advantages of Wikiversity */ proofreading 2817476 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, th<nowiki/>en the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata quickly can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. Our next steps will thus be to * Explore if existing standards offer more relevant classes to categorize social entities (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). * Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which constitute interesting data documenting the academic writing process (at first we did not comment the nature of our modifications but after thinking about this reuse possibility, we described it with more details). The contribution statistics based on the history also offers a new way to track author's contributions to a paper in a transparent way. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, but the management of references is lacking. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication (the only possibility is to export the page as a PDF and you may be reading this article in this format). There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? To what extent academic publisher will accept to publish "remixed" texts while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and this could be an interesting conversation to have in the open science community. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping and using a methodology regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis although such reasonning are likely present. This process also responds to calls in management sciences to engage in more systematic categorizing and avoir semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages can be used to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications in wiki and classical formats. The main issues we encountered were the management of references and uncertainty regarding the relationships with classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build a specialised knowledge graph (for example Wikibase), but also to reuse Wikidata and contribute to Wikidata. This kind of tool should be user-friendly and indlude the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} reggvfikxybmsyyo8gzscl5duvitoc3 2817477 2817476 2026-06-30T22:00:14Z Jeanne Noiraud 1366702 /* Discussion */ proofreading 2817477 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[https://www.wikidata.org/w/index.php?title=Q131444737&redirect=no Q131444737] |community energy |[redirection] |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, th<nowiki/>en the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata quickly can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. Our next steps will thus be to * Explore if existing standards offer more relevant classes to categorize social entities (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). * Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which constitute interesting data documenting the academic writing process (at first we did not comment the nature of our modifications but after thinking about this reuse possibility, we described it with more details). The contribution statistics based on the history also offers a new way to track author's contributions to a paper in a transparent way. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, but the management of references is lacking. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication (the only possibility is to export the page as a PDF and you may be reading this article in this format). There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? To what extent academic publisher will accept to publish "remixed" texts while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and this could be an interesting conversation to have in the open science community. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping new methodological standards regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis even though such reasonning are likely present. The modelling process also responds to calls in management sciences to engage in more systematic categorizing to avoid semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications. The main issues we encountered were the management of references and uncertainty regarding the compatibilities between writing publicly on a wiki page and engaging in classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build living literature reviews including knowledge graphs and wiki pages. This kind of tool should be user-friendly and include the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} n2z6v4yz09oaojf1q7vp67es0b80fur 2817478 2817477 2026-06-30T22:05:33Z Jeanne Noiraud 1366702 formatting for PDF export 2817478 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF | |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata quickly can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. Our next steps will thus be to *Explore if existing standards offer more relevant classes to categorize social entities (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). *Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which constitute interesting data documenting the academic writing process (at first we did not comment the nature of our modifications but after thinking about this reuse possibility, we described it with more details). The contribution statistics based on the history also offers a new way to track author's contributions to a paper in a transparent way. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, but the management of references is lacking. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication (the only possibility is to export the page as a PDF and you may be reading this article in this format). There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? To what extent academic publisher will accept to publish "remixed" texts while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and this could be an interesting conversation to have in the open science community. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping new methodological standards regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis even though such reasonning are likely present. The modelling process also responds to calls in management sciences to engage in more systematic categorizing to avoid semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications. The main issues we encountered were the management of references and uncertainty regarding the compatibilities between writing publicly on a wiki page and engaging in classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build living literature reviews including knowledge graphs and wiki pages. This kind of tool should be user-friendly and include the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} m92mui4l5fmyiqwezn914xqm6qvm28w 2817480 2817478 2026-06-30T22:16:36Z Jeanne Noiraud 1366702 adding Amélie's ORCID 2817480 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF |https://orcid.org/0009-0005-5928-5586 |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata quickly can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. Our next steps will thus be to *Explore if existing standards offer more relevant classes to categorize social entities (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). *Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which constitute interesting data documenting the academic writing process (at first we did not comment the nature of our modifications but after thinking about this reuse possibility, we described it with more details). The contribution statistics based on the history also offers a new way to track author's contributions to a paper in a transparent way. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, but the management of references is lacking. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication (the only possibility is to export the page as a PDF and you may be reading this article in this format). There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? To what extent academic publisher will accept to publish "remixed" texts while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and this could be an interesting conversation to have in the open science community. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping new methodological standards regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis even though such reasonning are likely present. The modelling process also responds to calls in management sciences to engage in more systematic categorizing to avoid semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications. The main issues we encountered were the management of references and uncertainty regarding the compatibilities between writing publicly on a wiki page and engaging in classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build living literature reviews including knowledge graphs and wiki pages. This kind of tool should be user-friendly and include the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} 6w6l7gnyywd0vqbs5e7kuchiu54b5vu 2817496 2817480 2026-07-01T09:27:08Z Jeanne Noiraud 1366702 /* Future possbilities */ 2817496 wikitext text/x-wiki == Utiliser Wikidata pour mettre en œuvre une méthode de revue de littérature vivante, Conférence pour les méthodes pour les sciences sociales et les humanités, 9 et 10 Juillet 2026 (Aubervilliers, France) == == Acknowledgements == The present text was originally written on a Wikiversity page, if you are reading it in another format, you can find this page here : [[Just sustainability transitions: a living review|https://en.wikiversity.org/wiki/Just_sustainability_transitions:_a_living_review]]. You are free to add your comments on the page discussion section. === Contributors === {| class="wikitable" |+ !Name !Affiliation !ORCID !Contribution |- |Adélie Ranville |IAE de Grenoble, CERAG lab (https://ror.org/0509qp208) |https://orcid.org/0000-0002-3993-6135 |Research design, database search, article screening, knowledge modelling, article writing |- |Amélie E. Pereira |Laboratoire DICEN IDF |https://orcid.org/0009-0005-5928-5586 |Meta-data enrichement, article writing |- |Finn Nielsen |Technical University of Denmark |https://orcid.org/0000-0001-6128-3356 |Data visualisation |} Contribution statistics are visible here : https://xtools.wmcloud.org/pageinfo/en.wikiversity.org/Just_sustainability_transitions:_a_living_review == Introduction == Just sustainability transition refers to the process of shifting towards sustainable practices in a way that is equitable and inclusive. It includes dimensions of procedural, recognition, distributive and reparative justice and the concept is related to climate justice, environmental justice and energy justice<ref>{{Cite book|url=https://doi.org/10.1007/978-3-030-89460-3_2|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021|publisher=Springer International Publishing|isbn=978-3-030-89460-3|editor-last=Heffron|editor-first=Raphael J.|location=Cham|pages=9–19|language=en|doi=10.1007/978-3-030-89460-3_2}}</ref><ref>{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.sciencedirect.com/science/article/pii/S0301421518302301|journal=Energy Policy|volume=119|pages=1–7|doi=10.1016/j.enpol.2018.04.014|issn=0301-4215}}</ref>. The study of sustainability transitions in social sciences requires dynamic and adaptive research synthesis methods. Sustainability transitions involve complex, multi-level processes influenced by technological, economic, social, and policy factors<ref name=":15">{{Cite journal|date=2020-03-01|title=Micro-foundations of the multi-level perspective on socio-technical transitions: Developing a multi-dimensional model of agency through crossovers between social constructivism, evolutionary economics and neo-institutional theory|url=https://www.sciencedirect.com/science/article/abs/pii/S0040162518316111|journal=Technological Forecasting and Social Change|language=en-US|volume=152|pages=119894|doi=10.1016/j.techfore.2019.119894|issn=0040-1625}}</ref><ref name=":16">{{Cite journal|date=2023-08-01|title=A socio-technical transition perspective on positive tipping points in climate change mitigation: Analysing seven interacting feedback loops in offshore wind and electric vehicles acceleration|url=https://www.sciencedirect.com/science/article/pii/S0040162523003244|journal=Technological Forecasting and Social Change|language=en-US|volume=193|pages=122639|doi=10.1016/j.techfore.2023.122639|issn=0040-1625}}</ref><ref name=":17">{{Cite journal|last=Sovacool|first=Benjamin K.|last2=Geels|first2=Frank W.|last3=Andersen|first3=Allan Dahl|last4=Grubb|first4=Michael|last5=Jordan|first5=Andrew J.|last6=Kern|first6=Florian|last7=Kivimaa|first7=Paula|last8=Lockwood|first8=Matthew|last9=Markard|first9=Jochen|date=2025-03-01|title=The acceleration of low-carbon transitions: Insights, concepts, challenges, and new directions for research|url=https://www.sciencedirect.com/science/article/pii/S2214629625000295|journal=Energy Research & Social Science|volume=121|pages=103948|doi=10.1016/j.erss.2025.103948|issn=2214-6296}}</ref>. Given the rapidly evolving nature of sustainability-related research, static literature reviews often become outdated, limiting their usefulness for policymakers, scholars, and practitioners. A living literature review – continuously updated with new findings – ensures that emerging insights, case studies, and theoretical developments are integrated cumulatively into the knowledge base. Developing such review will answer the call for more evidence-based practices in management sciences<ref>{{Cite journal|last=Kepes|first=Sven|last2=Bennett|first2=Andrew A.|last3=McDaniel|first3=Michael A.|date=2014-09|title=Evidence-Based Management and the Trustworthiness of Our Cumulative Scientific Knowledge: Implications for Teaching, Research, and Practice|url=https://journals.aom.org/doi/10.5465/amle.2013.0193|journal=Academy of Management Learning & Education|volume=13|issue=3|pages=446–466|doi=10.5465/amle.2013.0193|issn=1537-260X}}</ref><ref>Pfeffer, J., & Sutton, R. I. (2006). Evidence-Based Management. Harvard Business Review, 13. </ref>. Our project assesses the potential of Wikidata to build living review workflow on sustainability transition. We address three issues encountered by scientists: information overload, knowledge synthesis and results dissemination. === The problem of academic information overload === Global scientific output doubles every nine years<ref>{{Cite web|url=http://blogs.nature.com/news/2014/05/global-scientific-output-doubles-every-nine-years.html|title=Global scientific output doubles every nine years : News blog|website=blogs.nature.com|language=en-US|access-date=2026-06-23}}</ref>, pushed by the “publish or perish” model incentivizing researchers to increase the quantity of research outputs. Researchers are subject to information overload as the number of publications to read is beyond what a human brain can handle, they are expected to produce high-quality research under an increasing time pressure. This intensification of academic work is being denounced as detrimental to the deep cognitive process needed to actually produce interesting knowledge<ref>{{Cite journal|last=Hartman|first=Yvonne|last2=Darab|first2=Sandy|date=2012-01-01|title=A Call for Slow Scholarship: A Case Study on the Intensification of Academic Life and Its Implications for Pedagogy|url=https://doi.org/10.1080/10714413.2012.643740|journal=Review of Education, Pedagogy, and Cultural Studies|volume=34|issue=1-2|pages=49–60|doi=10.1080/10714413.2012.643740|issn=1071-4413}}</ref>. “Wikifying science” may in this context contribute to facilitating researcher’s work while preserving scientific quality. That is why in this project, we aim to build a searchable academic publication database with enriched meta-data that will allow scholars to navigate the existing publications corpus related to just sustainability transition more easily. === The problem of knowledge synthesis === The volume of academic production is rendering knowledge synthesis difficult. Scholars have thus called for making literature reviews cumulative and updatable<ref>{{Citation|title=Day 2 {{!}} Arnaud Vaganay: Reproducible Literature Reviews|url=https://www.youtube.com/watch?v=Nspd_1cx9kc|date=2017-10-19|accessdate=2026-06-23|last=Berkeley Initiative for Transparency in the Social Sciences (BITSS)}}</ref> and for shifting from static text format publications to dynamic knowledge mapping<ref name=":11">{{Cite web|url=https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/|title=The death of the literature review and the rise of the dynamic knowledge map - LSE Impact|last=Taster|date=2019-05-14|website=LSE Impact - Understanding impact and practice in academic research|access-date=2026-06-23}}</ref>. This call is being answered through the development of living literature reviews that can be updated dynamically with new knowledge (examples : <ref>{{Cite journal|last=Elliott|first=Julian H.|last2=Synnot|first2=Anneliese|last3=Turner|first3=Tari|last4=Simmonds|first4=Mark|last5=Akl|first5=Elie A.|last6=McDonald|first6=Steve|last7=Salanti|first7=Georgia|last8=Meerpohl|first8=Joerg|last9=MacLehose|first9=Harriet|date=2017-11|title=Living systematic review: 1. Introduction—the why, what, when, and how|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435617306364|journal=Journal of Clinical Epidemiology|volume=91|pages=23–30|doi=10.1016/j.jclinepi.2017.08.010|issn=0895-4356}}</ref>,<ref>{{Cite journal|last=Uttley|first=Lesley|last2=Quintana|first2=Daniel S.|last3=Montgomery|first3=Paul|last4=Carroll|first4=Christopher|last5=Page|first5=Matthew J.|last6=Falzon|first6=Louise|last7=Sutton|first7=Anthea|last8=Moher|first8=David|date=2023-04|title=The problems with systematic reviews: a living systematic review|url=https://linkinghub.elsevier.com/retrieve/pii/S0895435623000112|journal=Journal of Clinical Epidemiology|volume=156|pages=30–41|doi=10.1016/j.jclinepi.2023.01.011|issn=0895-4356}}</ref>,<ref name=":18">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>). While such reviews method exist for quantitative research producing standardized results, they are not adapted to synthetize social science studies on sustainability transitions that involve diverse methodologies and various disciplinary perspectives. The goal of the project is to propose a demonstration of a living review method for social science findings on just sustainability transition, relying on the collaborative model and tools of Wikimedia projects notably Wikidata, Wikiversity and Wikipedia. === The problem of scientific results dissemination === There is urgent need to disseminate knowledge on impactful topics like sustainability transition while proprietary publication models, disinformation and censorship (e.g. US) is threatening access to free and reliable knowledge. In parallel, social scientists struggle to make their work impactful<ref>{{Cite journal|last=Haley|first=Usha C. V.|date=2023-09-01|title=Triviality and the Search for Scholarly Impact|url=https://doi.org/10.1177/01708406231175292|journal=Organization Studies|language=EN|volume=44|issue=9|pages=1547–1550|doi=10.1177/01708406231175292|issn=0170-8406}}</ref>. Wikipedia is a key knowledge dissemination platform widely used by students<ref>{{Cite journal|last=Sunvy|first=Ahmed Shafkat|last2=Reza|first2=Raiyan Bin|date=2023-04-12|title=Students’ Perception of Wikipedia as an Academic Information Source|url=https://ejournal.undiksha.ac.id/index.php/IJERR/article/view/57572|journal=Indonesian Journal Of Educational Research and Review|volume=6|issue=1|pages=134–147|doi=10.23887/ijerr.v6i1.57572|issn=2621-8984}}</ref> and scientists themselves, as shown by the fact that articles used as sources on Wikipedia are more cited in the literature<ref>{{Cite journal|last=Thompson|first=Neil|last2=Hanley|first2=Douglas|date=2017|title=Science Is Shaped by Wikipedia: Evidence from a Randomized Control Trial|url=https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3039505|journal=SSRN Electronic Journal|doi=10.2139/ssrn.3039505|issn=1556-5068}}</ref> and that some scholars cite directly Wikipedia<ref>{{Cite journal|last=Dooley|first=Patricia L.|date=2010-07-07|title=Wikipedia and the two-faced professoriate|url=https://doi.org/10.1145/1832772.1832803|journal=Proceedings of the 6th International Symposium on Wikis and Open Collaboration|series=WikiSym '10|location=New York, NY, USA|publisher=Association for Computing Machinery|pages=1–2|doi=10.1145/1832772.1832803|isbn=978-1-4503-0056-8}}</ref>. However, scientists do not naturally contribute to wikimedia projects as part of their work because of lack of incentives<ref>{{Cite journal|last=Chen|first=Yan|last2=Farzan|first2=Rosta|last3=Kraut|first3=Robert|last4=YeckehZaare|first4=Iman|last5=Zhang|first5=Ark Fangzhou|date=2024-05|title=Motivating Experts to Contribute to Digital Public Goods: A Personalized Field Experiment on Wikipedia|url=https://pubsonline.informs.org/doi/10.1287/mnsc.2023.4852|journal=Management Science|volume=70|issue=5|pages=3264–3280|doi=10.1287/mnsc.2023.4852|issn=0025-1909}}</ref>,<ref>{{Cite journal|last=Kincaid|first=Dustin W.|last2=Beck|first2=Whitney S.|last3=Brandt|first3=Jessica E.|last4=Mars Brisbin|first4=Margaret|last5=Farrell|first5=Kaitlin J.|last6=Hondula|first6=Kelly L.|last7=Larson|first7=Erin I.|last8=Shogren|first8=Arial J.|date=2021|title=Wikipedia can help resolve information inequality in the aquatic sciences|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/lol2.10168|journal=Limnology and Oceanography Letters|language=en|volume=6|issue=1|pages=18–23|doi=10.1002/lol2.10168|issn=2378-2242}}</ref>, but also other factors such as lack of time, lack of recognition and fit with scholarly workflow<ref name=":10">Taraborelli, D., Mietchen, D., Alevizou, P., & Gill, A. (2011, August). Expert participation on Wikipedia: Barriers and opportunities. Wikimania 2011, Haifa, Israel. <nowiki>http://upload.wikimedia.org/wikipedia/commons/4/4f/Expert_Participation_Survey_-_Wikimania_2011.pdf</nowiki> </ref>. In addition, expert participation is not immune to the gender gap<ref name=":10" />. Because of gender segregation in disciplines<ref>{{Cite journal|last=Ceci|first=Stephen J.|last2=Ginther|first2=Donna K.|last3=Kahn|first3=Shulamit|last4=Williams|first4=Wendy M.|date=2014-12-01|title=Women in Academic Science: A Changing Landscape|url=https://doi.org/10.1177/1529100614541236|journal=Psychological Science in the Public Interest|language=EN|volume=15|issue=3|pages=75–141|doi=10.1177/1529100614541236|issn=1529-1006}}</ref>, this may be detrimental to the content coverage on “female” topics<ref>{{Cite journal|last=Lam|first=Shyong (Tony) K.|last2=Uduwage|first2=Anuradha|last3=Dong|first3=Zhenhua|last4=Sen|first4=Shilad|last5=Musicant|first5=David R.|last6=Terveen|first6=Loren|last7=Riedl|first7=John|date=2011-10-03|title=WP:clubhouse?: an exploration of Wikipedia's gender imbalance|url=https://dl.acm.org/doi/10.1145/2038558.2038560|language=en|publisher=ACM|pages=1–10|doi=10.1145/2038558.2038560|isbn=978-1-4503-0909-7}}</ref>, notably for social science in which women are more present. Our project proposes to improve expert contribution by making wikimedia projects (notably wikidata) useful tools that can facilitate research work, in addition to a key knowledge dissemination platform that is not country or institution-dependent. We propose to approach Wikimedia projects as a powerful (and free) knowledge management infrastructure that researchers could use. The Wikimedia ecosystem offers solutions that have strong potential to put open science principles into practices, including [[wikipedia:FAIR_data|FAIR]] principles and [[wikipedia:Linked_data#Linked_open_data|linked open data]]. == Toward a living review on just sustainability transition == === Just sustainability transition === Just sustainability transition transition is "a fair and equitable process of moving towards a post-carbon society"<ref name=":0">{{Cite journal|last=McCauley|first=Darren|last2=Heffron|first2=Raphael|date=2018-08-01|title=Just transition: Integrating climate, energy and environmental justice|url=https://www.wikidata.org/wiki/Q129947262|journal=Energy Policy|language=English|volume=119|pages=1–7|doi=10.1016/J.ENPOL.2018.04.014}}</ref>. The concept of just transition originated from global trade unions in the 1980s to promote green jobs creation as a key element of sustainability transitions<ref name=":0" />. However, scholars have broadened the use of this term to develop frameworks for analysing issues of fairness in these transitions<ref name=":0" />. The concept of just transition can be used to bridge various bodies of scholarship : climate justice, environmental justiceand energy justice<ref name=":3">{{Cite journal|last=Wang|first=Xinxin|last2=Lo|first2=Kevin|date=2021-12-01|title=Just transition: A conceptual review|url=https://www.wikidata.org/wiki/Q137209041|journal=Energy Research & Social Science|volume=82|pages=102291|doi=10.1016/J.ERSS.2021.102291}}</ref><ref name=":1">{{Cite book|url=https://www.wikidata.org/wiki/Q134545572|title=What is the “Just Transition”?|last=Heffron|first=Raphael J.|date=2021-01-01|pages=9–19|language=English}}</ref> and take into account various aspects of justice including distributional justice, procedural justice, restorative justice, recognition justice<ref name=":0" /><ref name=":3" /><ref name=":1" /><ref name=":4">{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. Developping living reviews seem particularly relevant for the just transition literature: first, modeling knowledge and building graphs allows to take into account the complexity of sustainability transitions which involve multiple levels of analysis<ref name=":15" /><ref name=":16" /><ref name=":17" /> and fragmented results coming from various disciplines<ref name=":20">{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|doi=10.1016/J.ERSS.2021.102444}}</ref>. Then, making literature reviews "living" would allow researchers to be less subject to information overload through a more systematic accumulation of knowledge. Finally, conducting this review with an open science philosophy aswers the challenge of knowledge dissemination, which is crucial in a context of socio-ecological emergency when decision-makers need to rapidely access reliable information on possible sustainability transition trajectories. === Living reviews === The concept of living systematic reviews is recent (2014), so the definition has been regularly reworked<ref name="Why1">{{Cite Q |Q40040379 }}</ref>. Living systematic reviews complement the older concept of [[literature review]]. Its objective is the same : obtain an accurate overview of the state of scientific knowledge on a subject<ref name="Why1" /><ref name="Why4">{{Cite journal |last=Akl |first=Elie A. |last2=Meerpohl |first2=Joerg J. |last3=Elliott |first3=Julian |last4=Kahale |first4=Lara A. |last5=Schünemann |first5=Holger J. |last6=Agoritsas |first6=Thomas |last7=Hilton |first7=John |last8=Perron |first8=Caroline |last9=Akl |first9=Elie |last10=Hodder |first10=Rebecca |last11=Pestridge |first11=Charlotte |last12=Albrecht |first12=Lauren |last13=Horsley |first13=Tanya |last14=Platt |first14=Joanne |last15=Armstrong |first15=Rebecca |date=2017-11 |title=Living systematic reviews: 4. Living guideline recommendations |url=https://www.wikidata.org/wiki/Q50084143 |journal=Journal of Clinical Epidemiology |language=en |volume=91 |pages=47–53 |doi=10.1016/j.jclinepi.2017.08.009}}</ref><ref name=":6">{{Citation|title=Living Systematic Reviews|url=https://doi.org/10.1007/978-1-0716-1566-9_7|publisher=Springer US|work=Meta-Research: Methods and Protocols|date=2022|access-date=2026-01-16|place=New York, NY|isbn=978-1-0716-1566-9|pages=121–134|doi=10.1007/978-1-0716-1566-9_7|language=en|first=Mark|last=Simmonds|first2=Julian H.|last2=Elliott|first3=Anneliese|last3=Synnot|first4=Tari|last4=Turner|editor-first=Evangelos|editor-last=Evangelou|editor2-first=Areti Angeliki|editor2-last=Veroniki}}</ref>. A traditional review may be obsolete by the time it is published, as new studies have emerged between the submission of the manuscript and its publication<ref name="Why1" /><ref name="Why4" /><ref name=":6" />. Living systematic reviews exists to address this common problem<ref name="Why1" /><ref name="Why4" /><ref name=":6" /><ref name=":2">https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/14/the-death-of-the-literature-review-and-the-rise-of-the-dynamic-knowledge-map/</ref>. It is therefore particularly useful in rapidly evolving fields of research<ref name="Why1" /><ref name=":6" />, such as just transition. Literature review methods are currently evolving with new technological possibilities. Generative artificial intelligence such as ChatGPT are expected to have a strong influence on literature review activities<ref name=":12">{{Cite journal|last=Krlev|first=Gorgi|last2=Hannigan|first2=Tim|last3=Spicer|first3=André|date=2025-01|title=What Makes a Good Review Article? Empirical Evidence From Management and Organization Research|url=https://journals.aom.org/doi/abs/10.5465/annals.2021.0051|journal=Academy of Management Annals|volume=19|issue=1|pages=376–403|doi=10.5465/annals.2021.0051|issn=1941-6520}}</ref>. Advances in AI could render certain older methodological types of living systematic reviews obsoletes<ref name=":12" />, as IA are useful to extract, filter and classify datas<ref>{{Cite web|url=https://arxiv.org/abs/2504.20276v1|title=Enhancing Systematic Reviews with Large Language Models: Using GPT-4 and Kimi|last=Kaptur|first=Dandan Chen|last2=Huang|first2=Yue|date=2025-04-28|website=arXiv.org|language=en|doi=10.48550/arXiv.2504.20276|access-date=2026-01-21|last3=Ji|first3=Xuejun Ryan|last4=Guo|first4=Yanhui|last5=Kaptur|first5=Bradley}}</ref>. [[Large language models]] (LLM) are "on the rise" (2025), but not yet integrated into tested and validated methodologies<ref name=":13">{{Cite journal |last=Lieberum |first=Judith-Lisa |last2=Toews |first2=Markus |last3=Metzendorf |first3=Maria-Inti |last4=Heilmeyer |first4=Felix |last5=Siemens |first5=Waldemar |last6=Haverkamp |first6=Christian |last7=Böhringer |first7=Daniel |last8=Meerpohl |first8=Joerg J. |last9=Eisele-Metzger |first9=Angelika |date=2025-05 |title=Large language models for conducting systematic reviews: on the rise, but not yet ready for use—a scoping review |url=https://www.wikidata.org/wiki/Q134545593|journal=Journal of Clinical Epidemiology |language=en |volume=181 |pages=111746 |doi=10.1016/j.jclinepi.2025.111746}}</ref>. Human validation stays notably necessary<ref>{{Cite journal|last=Alshami|first=Ahmad|last2=Elsayed|first2=Moustafa|last3=Ali|first3=Eslam|last4=Eltoukhy|first4=Abdelrahman E. E.|last5=Zayed|first5=Tarek|date=2023-07-09|title=Harnessing the Power of ChatGPT for Automating Systematic Review Process: Methodology, Case Study, Limitations, and Future Directions|url=https://www.mdpi.com/2079-8954/11/7/351|journal=Systems|language=en|volume=11|issue=7|pages=351|doi=10.3390/systems11070351|issn=2079-8954}}</ref>,<ref name=":13" />. While AI can appear as a solution for scaling literature reviews, we are in the present project exploring another possible scenario which is to use more crowdsourcing in the literature review process. === Wikimedia projects === Wikipedia is a successfull example of large-scaled crowdsourcing of reliable knowledge synthesis. That is why this project proposes to explore the potential of the Wikimedia ecosystem for conducting living reviews. Since Wikipedia does aim to host original research<ref>{{Cite journal|date=2026-06-21|title=Wikipedia:No original research|url=https://en.wikipedia.org/w/index.php?title=Wikipedia:No_original_research&oldid=1360514388|journal=Wikipedia|language=en}}</ref>, we are working on two sister projects : Wikidata and Wikiversity. [[wikipedia:Wikidata|Wikidata]] is a "collaboratively edited multilingual knowledge graph hosted by the Wikimedia Foundation<ref>{{Cite news|last=Chalabi|first=Mona|date=April 26, 2013|title=Welcome to Wikidata! Now what?|url=https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|access-date=October 2, 2021|archive-date=2 October 2021|archive-url=https://web.archive.org/web/20211002152920/https://www.theguardian.com/news/datablog/2013/apr/26/wikidata-launch|url-status=live}}</ref>"<ref>{{Cite journal|date=2026-06-21|title=Wikidata|url=https://en.wikipedia.org/w/index.php?title=Wikidata&oldid=1360462340|journal=Wikipedia|language=en}}</ref>. "A [[wikidata:Q33002955|knowledge graph]] is a structured representation of knowledge that captures information in a machine-readable format.<ref name=":9">{{Cite journal|last=Hogan|first=Aidan|last2=Blomqvist|first2=Eva|last3=Cochez|first3=Michael|last4=D’amato|first4=Claudia|last5=Melo|first5=Gerard De|last6=Gutierrez|first6=Claudio|last7=Kirrane|first7=Sabrina|last8=Gayo|first8=José Emilio Labra|last9=Navigli|first9=Roberto|date=2022-05-31|title=Knowledge Graphs|url=https://dl.acm.org/doi/10.1145/3447772|journal=ACM Computing Surveys|language=en|volume=54|issue=4|pages=1–37|doi=10.1145/3447772|issn=0360-0300}}</ref> A knowledge graph consists of a graph or network of interconnected data points, where each data point represents a piece of information or a concept, and the relationships between them are explicitly defined. Knowledge graphs organize and store data in a format that facilitates information retrieval, data analysis, and reasoning."<ref>{{Cite journal|last=Meijer|first=David|last2=Beniddir|first2=Mehdi A.|last3=Coley|first3=Connor W.|last4=Mejri|first4=Yassine M.|last5=Öztürk|first5=Meltem|last6=Hooft|first6=Justin J. J. van der|last7=Medema|first7=Marnix H.|last8=Skiredj|first8=Adam|date=2025-04-16|title=Empowering natural product science with AI: leveraging multimodal data and knowledge graphs|url=https://pubs.rsc.org/en/content/articlelanding/2025/np/d4np00008k|journal=Natural Product Reports|language=en|volume=42|issue=4|pages=654–662|doi=10.1039/D4NP00008K|issn=1460-4752}}</ref> Such graphs have a strong potential to conduct knowledge synthesis<ref name=":11" /><ref name="Fotopoulou">{{Cite journal|first1=Eleni |last1=Fotopoulou|first2=Ioanna|last2=Mandilara|first3=Anastasios|last3=Zafeiropoulos|first4=Chrysi|last4=Laspidou|first5=Giannis |last5=Adamos|first6=Phoebe|last6=Koundouri|first7=Symeon|last7=Papavassiliou|title=SustainGraph: A knowledge graph for tracking the progress and the interlinking among the sustainable development goals’ targets|journal=Frontiers in environmental science, Frontiers|volume=10|date=2022-10-26|issn=2296-665X|doi=10.3389/FENVS.2022.1003599|url=https://www.wikidata.org/wiki/Q117837999}}.</ref><ref name=":18" />. They are especially usefull to build the ontologies (formal representations of concepts) that are necessary to organize and represent existing knowledge<ref name=":14">{{Cite journal|last=Spadaro|first=Giuliana|last2=Tiddi|first2=Ilaria|last3=Columbus|first3=Simon|last4=Jin|first4=Shuxian|last5=ten Teije|first5=Annette|last6=Balliet|first6=Daniel|date=2022-09-01|title=The Cooperation Databank: Machine-Readable Science Accelerates Research Synthesis|url=https://doi.org/10.1177/17456916211053319|journal=Perspectives on Psychological Science|language=EN|volume=17|issue=5|pages=1472–1489|doi=10.1177/17456916211053319|issn=1745-6916|pmc=9442633|pmid=35580271}}</ref>. In complement to using Wikidata to model knowledge, we decided to use Wikiversity to report and write our research results. [[wikipedia:Wikiversity|Wikiversity]] is another Wikimedia project hosting pedagogical content, original research, and even a publishing house ([[WikiJournal|WikiJournals]])<ref>{{Cite journal|date=2026-06-09|title=Wikiversity|url=https://en.wikipedia.org/w/index.php?title=Wikiversity&oldid=1358552930|journal=Wikipedia|language=en}}</ref>. Like Wikipedia pages, Wikiversity pages are editable by everyone, have a discussion tab and a history log tab. Our research question is : '''How can Wikimedia projects contribute to building a collaborative living review on just sustainability transition ?''' In this project, we aim to test 4 hypothesis : ● '''Hypothesis 1:''' Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations. ● '''Hypothesis 2:''' Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (e.g. conceptual typologies, cause-effect chains…). ● '''Hypothesis 3:''' SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs. ● '''Hypothesis 4''': Wikimedia or Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links (following the ideal of linked open data). We also have 2 assumptions : ● '''Assumption 1:''' Wikimedia projects have to be integrated into validated scientific protocols in order to be a valuable research tool. ● '''Assumption 2:''' Wikimedia project contribution has to be made interoperable with tools, methods and data types already used by researchers. == Methodology == Our study rely on a meta-review, that is a review of existing literature reviews. Data presented in literature reviews are usually presented as tables or diagrams, and sometimes provided as supplementary materials in publications. However, these data are not made interoperable and are not used to update prior literature reviews. Our goal was to synthesize results of previous literature reviews by making their findings compatible with linked open data and open science standards using Wikidata, Wikiversity, and other open-science infrastructures. The first step was to build and enrich the bibliographic metadata of a corpus of articles we selected into Wikidata. The second step was to model the content of these articles in Wikidata (e.g. typologies, causes-effects relationships...). The third step was to experiment relevant visualization of this content (e.g. causes-effects graphs). The las step was to write our report on a Wikiversity page, including links to our knowledge graph, following a linked open data philosophy. == 1. Building an academic corpus and enriching bibliographic metadata == The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations). To do so we imported academic references into Wikidata, and explored the advantages of constituting a scholarly corpus on Wikidata in comparison (or in complementarity) to existing tools used by researchers such as reference management softwares and knowledge management softwares. Reference management software (Zenodo, Mendeley…) are used to collect scientific item metadata and integrate them into academic writing. They can also be used to analyze and annotate academic articles and can include export functions making the data interoperable with other analysis tools. Knowledge management software (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…) are used by some researchers to organize their ideas. To build and enrich our academic corpus on Wikidata, we searched existing databases, selected the sample of articles we wanted to study, imported these articles metadata into Wikidata, enriched these metadata and finally reflected on the advantages and limitations of Wikidata to build a rich academic corpus. === Database search === Doing a systematic review on all aspects of just transition would have resulted in too many articles to review. We thus decided to first explore one aspect of justice : procedural justice. Procedural justice is about the fairness of decision-making processes related to transitions<ref name=":4" /> such as the inclusion of those impacted by these decisions<ref name=":5">{{Cite journal|last=Stark|first=Anthony|last2=Gale|first2=Fred|last3=Murphy-Gregory|first3=Hannah|date=2023-05-05|title=Just Transitions’ Meanings: A Systematic Review|url=https://www.wikidata.org/wiki/Q137210229|journal=Society and Natural Resources|volume=36|issue=10|pages=1277–1297|doi=10.1080/08941920.2023.2207166}}</ref> (e.g. the participation of affected communities in decisions related to the construction of new infrastructures<ref name=":0" />). Procedural justice can include issues of community and citizen participation in decision making, their political representation, their consultation, or the integration of their knowledge, with a focus on neglected population (indigenous people, women, gender and ethnic minorities)<ref>{{Cite journal|last=Jenkins|first=Kirsten|last2=McCauley|first2=Darren|last3=Heffron|first3=Raphael|last4=Stephan|first4=Hannes|last5=Rehner|first5=Robert|date=2016-01-01|title=Energy justice: A conceptual review|url=https://www.wikidata.org/wiki/Q137210566|journal=Energy Research & Social Science|volume=11|pages=174–182|doi=10.1016/J.ERSS.2015.10.004}}</ref>. For our search, we selected keywords related to procedural justice (procedural justice OR procedural fairness OR democracy OR participation OR participatory) and keywords related to sustainability transition (sustainability OR energy OR climate) AND (transition OR transitions). We conducted preliminary searches in various databases including Web of science, Go Triple, Dimensions and OpenAlex. Web of Science was the database offering the most relevant restults and included the possibility to filter results to display only litterature reviews. Articles metadata were exported (in .ris format) and then imported into the reference manager software Zotero. {| class="wikitable" |+ !Keywords search !Database !Search date !Filters !Number of results |- |(((TS=(procedural justice OR procedural fairness OR democracy OR participation OR participatory)) AND TS=(sustainability OR energy OR climate)) AND TS=(transition OR transitions)) AND TS=(review OR reviews) |Web of Science (all databases, all dates) |December 2025 |Document type: Review Article |362 |} === Article selection === Articles abstract were then screened and we selected only articles which were litterature reviews focusing on concepts related to procedural justice as their main topics. We excluded article which were : * Not related to sustainability transition (e.g. sustainable shift in..., hard science papers...) * Not literature reviews (e.g. review of policies/initiatives/cases, review notes, book review...) * Not related to procedural justice but to participation into markets, participation in eco-friendly behaviors * Including justice consideration only in “future research” suggestions * Discussing participatory research methodologies (e.g. participatory modelling) without approaching it as an issue of justice, power or democracy * Discussing procedural justice concepts as key variables or key results without it being the main focus of the paper The files with the lists of included and excluded articles are available on the archive plateform Zenodo : https://zenodo.org/records/20749974 === Importing selected articles into Wikidata === Before importing the selected articles meta-data into Wikidata, we first ran [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 a script] to check if any article was already present in Wikidata. Next, we used [https://gist.github.com/zuphilip/90acdc3eac4109830db1b3ab855fcb24 another script] that checks the ISSN of the publication in Wikidata and add P-Q-pairs in the extra field of Zotero. Then we exported the articles data using the "export to Wikidata QuickStatements" function of Zotero and use the QuickStatements tool to add them to Wikidata. Next we used the [[wikidata:Wikidata:Zotero/Cita|Cita]] (V1.0.0-beta.17) Zotero add-on to add articles QID in Zotero. At this point we identified that duplicates had been created in Wikidata (possibly because the initial [https://gist.github.com/zuphilip/aa9f59271fcb0807fb20c7d0110d26e4 script] did not work that well because of the recent [[wikidata:Wikidata:SPARQL_query_service/WDQS_graph_split|Graph Split]] on Wikidata). We merged duplicates on wikidata using the [[wikidata:Help:Merge|"Merge" gadget]] on Wikidata. We checked manually for duplicated statments in those items. === Article classification through metadata enrichement === Metadatas are data describing other data. The metadata of academic items usually include title, author, publication outlet, publication date, pages, DOI, URL... and can be structured following specific standards (e.g. [[wikipedia:Dublin_Core|Dublin Core]]). In academic databases such as WOS or OpenAlex, the only metadata available regarding the content of an academic article are the abstract and sometimes keywords. However, researchers conducting literature reviews need more precise informations. An important part of literature review work can thus be about describing what the articles are about. For example, describing industry focus, academic discipline, geography of research sites (countries), stakeholder focus (community, consumer, worker...), type of study (case study, theory development) or methodology (quantitative, qualitative, mixt) (e.g. <ref name=":5" />). By metadata enrichment, we mean completing metadata to include additional information about the content of an academic piece. In Wikidata, each type of information is added using a specific property. A property is the edge that links two entities in the Wikidata knowledge graph. We selected three Wikidata properties to describe the content of our selected articles : {{Wikidata entity link|P921}} to describe what the article is about, {{Wikidata entity link|P8363}} to describe its main methodology/research design and {{Wikidata entity link|P6153}} to describe the geographical scope of the study. We also worked on adding {{Wikidata entity link|P50}}. ==== Adding {{Wikidata entity link|P921}} ==== We first read the articles abstracts and listed relevant topics and their Wikidata ID in a shared spreadsheet. These topics were : {| class="wikitable" |+ !Qid !Main topic !Description |- |[[d:Q42377797|Q42377797]] |acceptability |characteristic of a thing being subject to acceptance for some purpose |- |[[d:Q2798912|Q2798912]] |accountability |concept of responsibility in ethics, governance and decision-making |- |[[d:Q421953|Q421953]] |actor–network theory |theory within social science |- |[[d:Q84459973|Q84459973]] |affordability | |- |[[d:Q185836|Q185836]] |age of a person |time elapsed since a person was born |- |[[d:Q4764988|Q4764988]] |animal studies |field in which animals are studied in a variety of cross-disciplinary ways |- |[[d:Q4338318|Q4338318]] |awareness |state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns |- |[[d:Q4930066|Q4930066]] |blue carbon |carbon captured by the world's coastal ocean ecosystems |- |[[d:Q430460|Q430460]] |capability approach |economic theory |- |[[d:Q7569|Q7569]] |child |human between birth and puberty |- |[[d:Q4116870|Q4116870]] |civic engagement |individual or group activity addressing issues of public concern |- |[[d:Q125928|Q125928]] |climate change |human-caused changes to climate on Earth |- |[[d:Q260607|Q260607]] |climate change adaptation |process of adjustment to actual or expected climate change and its effects, seeking to moderate or avoid harm or exploit beneficial opportunities |- |[[d:Q1291678|Q1291678]] |climate justice |term linking the climate crisis with environmental and social justice |- |[[d:Q2270945|Q2270945]] |co-creation |product or service design process in which input from consumers plays a central role |- |[[d:Q16972712|Q16972712]] |co-design |approach to design attempting to actively involve all stakeholders |- |[[d:Q16324410|Q16324410]] |coproduction |product or service design process in which input from consumers plays a central role |- |[[d:Q11024|Q11024]] |communication |act of conveying intended meaning |- |[[d:Q177634|Q177634]] |community |social unit of human organisms who share common values |- |[[d:Q5154673|Q5154673]] |community choice aggregation |alternative energy supply system |- |[[d:Q113514984|Q113514984]] |community energy |delivery of community-led renewable energy, energy demand reduction and energy supply projects |- |[[d:Q65807646|Q65807646]] |community participation |The taking part by members of a community in decisionmaking processes related to the development of their community |- |[[d:Q188843|Q188843]] |cosmopolitanism |ideology that all human beings belong to a single community, based on a shared morality |- |[[d:Q11693783|Q11693783]] |decarbonization |change of economy, especially of energy industries, towards lower carbon dioxide emissions |- |[[d:Q284289|Q284289]] |deliberative democracy |form of democracy focusing on consensus |- |[[d:Q7174|Q7174]] |democracy |form of government |- |[[d:Q552284|Q552284]] |distributive justice |concept of the socially just allocation of goods |- |[[d:Q1230584|Q1230584]] |diversity |concept in sociology and political studies |- |[[d:Q1049066|Q1049066]] |ecological economics |research field on the interdependence of human economies and natural ecosystems |- |[[d:Q8134|Q8134]] |economics |social science that studies the production, distribution, and consumption of goods and services |- |[[d:Q868575|Q868575]] |empowerment |providing increased autonomy |- |[[d:Q295865|Q295865]] |ecosystem service |benefits created by nature, forests and environmental systems |- |[[d:Q138359220|Q138359220]] |energy citizenship |involvement of citizens in energy-related decisions |- |[[d:Q16869822|Q16869822]] |energy consumption |amount of energy or power used |- |[[d:Q1358789|Q1358789]] |senior |elderly person |- |[[d:Q14944319|Q14944319]] |energy democracy |concept in environmental justice movement |- |[[d:Q192704|Q192704]] |energy efficiency |ratio between the useful energy output and the input of a machine |- |[[d:Q24965464|Q24965464]] |energy modeling |process of building computer models of energy systems in order to analyze them |- |[[d:Q1805337|Q1805337]] |energy policy |policy addressing energy issues |- |[[d:Q1341244|Q1341244]] |energy poverty |lack of access to modern energy services |- |[[d:Q3406659|Q3406659]] |energy production |conversion of energy from a primary source into a form useful to humans |- |[[d:Q117091181|Q117091181]] |energy justice |subconcept of economic equality |- |[[d:Q3456219|Q3456219]] |energy renovation |building works aimed at reducing energy consumption and decarbonising the energy sources used |- |[[d:Q2700433|Q2700433]] |energy security |national security considerations of energy availability |- |[[d:Q837718|Q837718]] |energy storage |capture of energy produced at one time for use at a later time |- |[[d:Q795757|Q795757]] |energy transition |long-term structural change towards sustainable energy systems |- |[[d:Q1479527|Q1479527]] |environmental justice |system of fairness |- |[[d:Q771773|Q771773]] |fairness |concept in sociology and generally the interaction of society |- |[[d:Q56395513|Q56395513]] |farming system |method of agricultural production defined by its physical practices and economic characteristics |- |[[d:Q5465532|Q5465532]] |food system |all processes and infrastructure involved in feeding a population |- |[[d:Q4421|Q4421]] |forest |dense collection of trees covering a relatively large area |- |[[d:Q48277|Q48277]] |gender |social concept which distinguish the different gender categories |- |[[d:Q1553864|Q1553864]] |governance |all of the processes of governing, whether undertaken by a government, market or network, whether over a family, tribe, formal or informal organization or territory and whether through the laws, norms, power or language of an organized society |- |[[d:Q8458|Q8458]] |human rights |inalienable fundamental rights to which a person is inherently entitled |- |[[d:Q11376059|Q11376059]] |human rights violation |act or omission which contravene the principles of human rights |- |[[d:Q103817|Q103817]] |indigenous people |first inhabitants of an area and their descendants |- |[[d:Q113561794|Q113561794]] |indigenous science |indigenous knowledge applied to the scientific method |- |[[d:Q770480|Q770480]] |injustice |quality relating to unfairness or undeserved outcomes |- |[[d:Q17142211|Q17142211]] |interactional justice |the perceived appropriateness of interpersonal treatment |- |[[d:Q1516555|Q1516555]] |intersectionnality |theoretical framework of multidimensional oppression |- |[[d:Q6316391|Q6316391]] |just transition |Framework developed by the trade union movement to encompass wide range of social interventions needed to secure decent work opportunities and a greener economy. |- |[[d:Q366139|Q366139]] |legitimation |the process of making something acceptable and normative to a group |- |[[d:Q3027857|Q3027857]] |living lab |user-centered, open innovation ecosystem integrating research and innovation in real life communities |- |[[d:Q59679511|Q59679511]] |low income |home with little money |- |[[d:Q43619|Q43619]] |natural environment |all living and non-living things occurring naturally on Earth or some region thereof |- |[[d:Q127514833|Q127514833]] |nature-positive |global goal to halt and reverse nature loss by 2030 |- |[[d:Q13023682|Q13023682]] |non-human |organism not in the genus Homo |- |[[d:Q728646|Q728646]] |partnership |arrangement in which parties agree to cooperate to advance their mutual interests |- |[[d:Q3907287|Q3907287]] |policy making |the act of developing policy |- |[[d:Q9357091|Q9357091]] |political theory |class of theory |- |[[d:Q265425|Q265425]] |postcolonialism |academic discipline |- |[[d:Q25107|Q25107]] |power |ability to influence the behavior of others |- |[[d:Q442100|Q442100]] |procedural justice |fairness in the processes that resolve disputes and allocate resources |- |[[d:Q7249406|Q7249406]] |project governance |management framework |- |[[d:Q7257735|Q7257735]] |public engagement |Policy-making practice |- |[[d:Q541936|Q541936]] |public participation |participation of citizens in various policy decisions and planning processes |- |[[d:Q6142016|Q6142016]] |recognition justice |social philosophy theory |- |[[d:Q10509953|Q10509953]] |renewable electricity |electricity from renweable sources |- |[[d:Q12705|Q12705]] |renewable energy |energy collected from renewable resources |- |[[d:Q56510941|Q56510941]] |renewable energy policy | |- |[[d:Q1165392|Q1165392]] |restorative justice |approach to justice where victims and perpetrators mediate a restitution agreement |- |[[d:Q4414036|Q4414036]] |rural population |inhabitants of rural areas or of small towns classified as rural |- |[[d:Q17152351|Q17152351]] |smart system |adaptive intelligent systems |- |[[d:Q187588|Q187588]] |social class |group of people categorized in a hierarchy based on socioeconomic factors |- |[[d:Q264892|Q264892]] |social justice |concept that discrimination recognized in society should be remedied |- |[[d:Q34749|Q34749]] |social science |academic disciplines concerned with society and the relationships between individuals in society |- |[[d:Q2930198|Q2930198]] |stakeholder participation |involvement of groups or individuals affected by the actions of an entity |- |[[d:Q125359881|Q125359881]] |sustainability transition | |- |[[d:Q219416|Q219416]] |sustainability |ability of human civilization to coexist with the biosphere in a steady state |- |[[d:Q131201|Q131201]] |sustainable development |mode of human development that meets current demands without compromising the needs of future generations |- |[[d:Q7649586|Q7649586]] |Sustainable Development Goals |set of United Nations-defined global development goals and climate change |- |[[d:Q69883|Q69883]] |urban planning |technical and political process concerned with the use of land and design of the urban environment |- |[[d:Q920600|Q920600]] |urban renewal |program of land redevelopment in cities, often where there is urban decay |- |[[d:Q3376054|Q3376054]] |vulnerable population |group of persons whose range of options is severely limited, are subjected to coercion, or who may be compromised in their ability to give informed consent |- |[[d:Q107389921|Q107389921]] |water-management | |- |[[d:Q7981051|Q7981051]] |well-being |measure of how well life is to someone or a group with factors such as health, happiness and satisfaction |- |[[d:Q467|Q467]] |woman |female adult human |- |[[d:Q188867|Q188867]] |future studies |study of possible, probable, and preferable social, technological and political futures |- |[[d:Q1038171|Q1038171]] |participatory design |active involvement of all stakeholders in the design process |}Then, for each article, we inferred what the {{Wikidata entity link|P921}} was from the abstracts and author provided keywords. ==== Adding {{Wikidata entity link|P8363}} ==== The sample of article we selected included only litterature reviews, but we wanted to describ what kind of literature review it was. We first read abstracts to identify all the different types of litterature reviews present in the corpus and created wikidata items which did not exist, for example {{Wikidata entity link|Q137209848}} and {{Wikidata entity link|Q137174203}}. We improved some of these method items using the methodological references cited in the reviewed papers. For example, we added a statement saying that {{Wikidata entity link|Q101116078}} can have {{Wikidata entity link|Q653137}} as {{Wikidata entity link|P13391}}<ref>{{Cite journal|last=Paré|first=Guy|last2=Trudel|first2=Marie-Claude|last3=Jaana|first3=Mirou|last4=Kitsiou|first4=Spyros|date=2015-03|title=Synthesizing information systems knowledge: A typology of literature reviews|url=https://linkinghub.elsevier.com/retrieve/pii/S0378720614001116|journal=Information & Management|language=en|volume=52|issue=2|pages=183–199|doi=10.1016/j.im.2014.08.008}}</ref>. After this step, the {{Wikidata entity link|P279}} of {{Wikidata entity link|Q2412849}} in Wikidata were : {| class="wikitable" |+ !Qid !Study type !Description |- |[[d:Q603441|Q603441]] |bibliometrics |statistical analysis of written publications, such as books or articles |- |[[d:Q472342|Q472342]] |scientometrics |study of measuring and analysing science, technology and innovation |- |[[d:Q815382|Q815382]] |meta-analysis |statistical method that summarizes data from multiple sources |- |[[d:Q1504425|Q1504425]] |systematic review |publication type, study that gathers, analyzes, and communicates the results of research and information on a topic |- |[[d:Q2412849|Q2412849]] |literature review |process of information search and text of a review article (Q7318358), which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic |- |[[d:Q6822263|Q6822263]] |meta-regression |statistical tool used in meta-analyses |- |[[d:Q7301211|Q7301211]] |realist evaluation |theory-driven evaluation used in evaluating social programmes |- |[[d:Q17007303|Q17007303]] |combinatorial meta-analysis |study of the statistical properties of combinations of studies from a meta-analytic dataset |- |[[d:Q70470634|Q70470634]] |network meta-analysis |meta-analysis of randomized trials in which estimates of comparative treatment effects are visualized and interpreted from a network of interventions |- |[[d:Q101116078|Q101116078]] |scoping review |search for concepts by mapping the language and data which surrounds those concepts and adjusting the search method iteratively to synthesize evidence and assess the scope of an area of inquiry |- |[[d:Q110665014|Q110665014]] |narrative review |type of literature review, without structured method of retrieval and analysis |- |[[d:Q137174203|Q137174203]] |conceptual review |academic research aiming to review existing concepts and definitions in the litterature |- |[[d:Q137174450|Q137174450]] |critical review |type of literature review analysing strenghts, major contributions, mistakes and neglected issues in an academic field of research |- |[[d:Q137209848|Q137209848]] |integrative literature review |type of literature review |- |[[d:Q110665014|Q137211242]] |narrative review |type of literature review, without structured method of retrieval and analysis |}For each article, we added the {{Wikidata entity link|P8363}} based on the abstract and method sections. In case of doubt, we compared our interpretation. ==== Adding {{Wikidata entity link|P6153}} ==== When an article had a specific geographical focus, we used the property {{Wikidata entity link|P6153}} to describe it. For example, the article "{{Wikidata entity link|Q137901202}}" focused on {{Wikidata entity link|Q132959}}. ==== Adding {{Wikidata entity link|P50}} ==== When scholarly metadata are imported into Wikidata, the name of authors are stored as a chain of characters and linked to the property {{Wikidata entity link|P2093}}. The property {{Wikidata entity link|P50}} allows to make a link with a Wikidata item representing the author. This avoids the problem of homonym authors by linking a unique identifyer to authors in Wikidata and linking this identifier to existing ones such as ORCID. We used the [https://author-disambiguator.toolforge.org/ Author Disambiguator] tool to create Wikidata items for researchers who did not yet have one. This tool helps to minimise errors caused by homonyms among researchers by categorizing scientific publications into thematic groups. It also automatically searches for [[d:Wikidata:ORCIDator|ORCID]], ResearchGate and VIAF pages. === Advantages and limitations of Wikidata to build a rich living academic corpus === To share the result of our work, we exported the dataset we build on Wikidata and shared it on the open archive Zenodo : https://doi.org/10.5281/zenodo.20749973. The data is also available directly in Wikidata. The goal of this step was to test '''Hypothesis 1''' (Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations)'''.''' The sections below discuss the advantages and limitations of wikidata regarding this hypothesis. ==== Advantages of Wikidata ==== Key advantages of Wikidata are its flexible and collaborative nature as well as its interoperability. Wikidata ontology (that is how the data are structured) is collaboratively defined and properties can be added if relevant (after validation by the community). Compared to global databases like WOS or OpenAlex, Wikidata allows anyone to enter more metadata about each academic articles. Another notable advantage is that Wikidata items can be used as an interoperable [[wikipedia:Controlled_vocabulary|controlled vocabulary]]. For example, when we stated that the {{Wikidata entity link|P921}} of the article {{Wikidata entity link|Q114306483}} was {{Wikidata entity link|Q795757}}, "energy transition" was not just a word but a concept with its unique identifyer, linked to identifiers in other databases such as the Google Knowledge Graph ID or BNCF Thesaurus ID. Wikidata's collaborative nature is here adain an advantage. Contrary to institutional thesaurus, Wikidata allows anyone to add new concepts. This is particularly interesting as existing controlled vocabularies rarely reflect the degree of precision that researchers need in their work. The multilingual nature of Wikidata was also a strengh, some Wikidata contributors added labels for the concepts we used into different languages (For example, contributors added labels for {{Wikidata entity link|Q14944319}} in Armenian and Slovenian, languages we do not speak at all). ==== Limitations of Wikidata ==== The limitations of Wikidata is that it is not yet well integrated with the tools researchers use to do literature reviews (kowledge management softwares and bibliographic databases). Compared to reference management softwares (Zenodo, Mendeley…) and knowledge management softwares (Obsidian, Zettlr, Room Research, Notion, Logseq, Reflect…), Wikidata is too general and does not allow to work on full texts. References and knowledge management softwares allow researcher to build their own specialised knowledge base, by taking notes and highlighting the content of the full texts. Wikidata is not connected to this process and there is a missing tool to facilitate the construction of graphs from the qualitative analysis of texts. In addition, when one is working on a specific corpus of item in Wikidata, it is also difficult to keep track of this corpus. We linked each academic item we were working on to our research project by adding a statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}, but it was still relatively difficult to "filter" the part of the knowledge graph we were working on. Compared to bilbiographic catalogues (OpenAlex, Web Of Science, GoTriple...), Wikidata will never be as exhaustive and do not offer user-friendly search functions. Since 2014, an important amount of bibliographic data was imported in Wikidata with the project [[d:Wikidata:WikiCite|Wikicite]]. At the time of its creation, Wikicite was adressing the issue of closed bibliographic data and was trying to make these data open, many academic items were imported automatically in Wikidata through scraping. This practice was abandoned because the large amont of bibliographic data congested queries on Wikidata (this led to the decision to split the Wikidata graph between academic and non academic entities), and because new open science initiatives, notably OpenAlex (2022), are now taking on the task of creating a exhaustive catalogues of all scholarly production. In this context, the community has to rethink the purpose of Wikidata regarding bilbiographic data. ==== Future possbilities ==== A solution to the limitations would be to developp the role of Wikidata as a link between other tools of the open science ecosystem. For example, developping and maintaining plugins or extensions for specialised softwares like Zotero, Wikibase, and Omeka could connect Wikidata with more specialised graphs. Such extensions could help building local graphs by allowing the reuse of wikidata item (eg. autocompletion), but also help contributing to Wikidata thanks to export features. (Example :<ref>{{Cite journal|last=Nielsen|first=Finn Årup|last2=Lyhne|first2=Ivar|last3=Garigliotti|first3=Dario|last4=Butzbach|first4=Annika|last5=Ravn Boess|first5=Emilia|last6=Hose|first6=Katja|last7=Kørnøv|first7=Lone|date=2023|title=Environmental impact assessment reports in Wikidata and a Wikibase|url=https://repositum.tuwien.at/handle/20.500.12708/193492|language=en|publisher=CEUR-WS.org|volume=3443|pages=1–8|doi=10.34726/5421}}</ref>) Wikidata could then be an intermediary between locally curated corpus and more exhaustive bilbiographic catalogues such as OpenAlex. For example, Wikidata items could be used to tag articles in a more precise way instead of using keywords and sharing enriched corpus in Wikidata could help to train more precise taging algorythms. == 2.Modelling the content of litterature reviews == The goal of this step was to test '''Hypothesis 2''' (Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference) by modelling the content of our selected articles into Wikidata. [[wikipedia:Knowledge_modeling|Knowledge modelling]] is the process of making a machine readable model of knowledge. As we have a background in social sciences, we felt the need to question the relationship between this process and other methodologies such as concept mapping, thematic networks and causal networks. We present these methodologies before describing our current knowledge modelling experimentations. === Concept mapping, thematic networks and causal networks === This section presents social science methodology that presents similarities with knowledge modelling. ==== Concept maps ==== [[File:Conceptual_Diagram_-_Example.svg|link=https://en.wikipedia.org/wiki/File:Conceptual_Diagram_-_Example.svg|thumb|Example conceptual diagram|251x251px]]Concept maps are ''concepts'' (boxes) and ''propositions'' (arrow indicating the relationship between two boxes)<ref name=":19">Cañas, Alberto J., et al. "CmapTools: A knowledge modeling and sharing environment." (2004): 125-135. https://thomaseskridge.com/assets/pdf/Canas-2004.pdf</ref>. Concept maps can be a powerful literature review tool<ref>{{Cite journal|last=Lewis|first=John Kennedy|date=2016|title=Using ATLAS.ti to Facilitate Data Analysis for a Systematic Review of Leadership Competencies in the Completion of a Doctoral Dissertation|url=https://www.ssrn.com/abstract=2850726|journal=SSRN Electronic Journal|language=en|doi=10.2139/ssrn.2850726|issn=1556-5068}}</ref> allowing to synthetize theoretical statements about relationship between concepts<ref>{{Cite journal|last=Panniers|first=Teresa L|last2=Feuerbach|first2=Renee Daiuta|last3=Soeken|first3=Karen L|date=2003-08-01|title=Methods in informatics: using data derived from a systematic review of health care texts to develop a concept map for use in the neonatal intensive care setting|url=https://www.sciencedirect.com/science/article/pii/S1532046403000911|journal=Journal of Biomedical Informatics|series=Building Nursing Knowledge through Informatics: From Concept Representation to Data Mining|volume=36|issue=4|pages=232–239|doi=10.1016/j.jbi.2003.09.010|issn=1532-0464}}</ref>. They can be built using specialised softwares (e.g. [https://cmap.ihmc.us/ Cmap]<ref name=":19" />, Altas.Ti "network" feature...). The "box and arrow" logic is similar to how knowledge is modelled on Wikidata : the equivalent of concepts is ''item'' and the equivalent of propositions are ''statements''. The difference between a softwares like Cmap and Wikidata is the underlying format of the data. ==== Thematic networks ==== [[File:Thematic network example.jpg|thumb|447x447px|Structure of a thematic network (Source: based on Attride-Stirling 2001)]] A thematic network is “simply a way of organizing a thematic analysis of qualitative data”<ref name=":7">{{Cite journal|last=Attride-Stirling|first=Jennifer|date=2001-12|title=Thematic networks: an analytic tool for qualitative research|url=https://journals.sagepub.com/doi/10.1177/146879410100100307|journal=Qualitative Research|language=en|volume=1|issue=3|pages=385–405|doi=10.1177/146879410100100307|issn=1468-7941}}</ref>. It is compatible with classical coding strategies such as [[grounded theory]]<ref>{{Cite journal|last=Corbin|first=Juliet|last2=Strauss|first2=Anselm|date=1990-12-01|title=Grounded Theory Research: Procedures, Canons and Evaluative Criteria|url=https://www.degruyter.com/document/doi/10.1515/zfsoz-1990-0602/html|journal=Zeitschrift für Soziologie|language=en|volume=19|issue=6|pages=418–427|doi=10.1515/zfsoz-1990-0602|issn=2366-0325}}</ref>. Thematic networks can be used to visualise the data structure after identifying themes and help structure and interpret the data<ref name=":7" />. The principle is to assemble basic themes into more general themes. Qualitative researchers usually use {{Wikidata entity link|Q4550939}} and qualitative coding to identify themes and sub-themes. However, the nature of the relationship between these various themes and sub-themes is often not specified. [[File:Adoption_CLD.svg|link=https://en.wikipedia.org/wiki/File:Adoption_CLD.svg|thumb|421x421px|Causal loop diagram of ''Adoption'' model, used to demonstrate systems dynamics]] ==== Causal diagrams ==== The use of diagrams to represent causal relationship exist in various research practices. In statistics, researchers sometime present models with boxes and arrows representing correlations and/or causations<ref>{{Cite book|url=https://mirror.vcu.edu/pub/mx/doc/mxmang10.pdf|title=Statistical Modeling|last=Neale|first=Michael C.|last2=Boker|first2=Steven M.|last3=Xie|first3=Gary|last4=Maes|first4=Hermine H.|publisher=Richmond, VA: Department of Psychiatry|year=1999|location=Virginia Commonwealth University}}</ref>. In qualitative research, building grounded theory models is about "[accounting] for not only all the major emergent concepts, themes, and dimensions, but also for their dynamic interrelationships. Speaking in classic boxes-and-arrows terms, this process amounts to assembling the constellation of boxes with a special focus on the arrows."<ref name=":21">{{Cite journal|last=Gioia|first=Dennis A.|last2=Corley|first2=Kevin G.|last3=Hamilton|first3=Aimee L.|date=2013-01|title=Seeking Qualitative Rigor in Inductive Research: Notes on the Gioia Methodology|url=https://journals.sagepub.com/doi/10.1177/1094428112452151|journal=Organizational Research Methods|language=en|volume=16|issue=1|pages=15–31|doi=10.1177/1094428112452151|issn=1094-4281}}</ref> After identifying themes, qualitative researchers are expected to theorize the "arrows" between themes<ref name=":21" />R.esearchers relying on system theory also use causal loop diagram where boxes represent variables and arrows represent causal influence (positive or negative), causal relationship can "feedback" (two variables can influence each other)<ref>{{Cite book|url=https://link.springer.com/10.1007/978-3-031-01919-7_4|title=Causal Loop Diagrams|last=Barbrook-Johnson|first=Pete|last2=Penn|first2=Alexandra S.|date=2022|publisher=Springer International Publishing|isbn=978-3-031-01833-6|location=Cham|pages=47–59|language=en|doi=10.1007/978-3-031-01919-7_4}}</ref>. === Knowledge modelling in Wikidata === This section presents our knowledge modelling experimentation in Wikidata. ==== Conceptual modelling ==== Our first step was to reflect on what is a "concept" and what kind of wikidata properties could be used to model concepts in Wikidata. Scholars in management have called for more rigorous ways to define concepts<ref name=":22" /> and modelling concepts in Wikidata could help to build less ambiguous concepts. Concept definition encompass various aspects such as the nature of the phenomenon, its characteristics, the links with prototypical cases or examples, the contrast with other concepts, the links with causes and consequences...<ref name=":22">{{Cite journal|last=Podsakoff|first=Philip M.|last2=MacKenzie|first2=Scott B.|last3=Podsakoff|first3=Nathan P.|date=2016-04|title=Recommendations for Creating Better Concept Definitions in the Organizational, Behavioral, and Social Sciences|url=https://journals.sagepub.com/doi/10.1177/1094428115624965|journal=Organizational Research Methods|language=en|volume=19|issue=2|pages=159–203|doi=10.1177/1094428115624965|issn=1094-4281}}</ref>, and scholars have advised to take insight from philosophy to work on concepts<ref>{{Cite journal|last=Makowski|first=Piotr Tomasz|date=2021-10|title=Optimizing Concepts: Conceptual Engineering in the Field of Management—The Case of Routines Research|url=http://journals.aom.org/doi/full/10.5465/amr.2019.0252|journal=Academy of Management Review|language=en|volume=46|issue=4|pages=702–724|doi=10.5465/amr.2019.0252|issn=0363-7425}}</ref>. We thus read work in cognitive science which was summarizing psychology and philsosophy approaches on the determination of the content of concepts<ref>{{Cite book|title=The Origin of Concepts|last=Carey|first=Susan|date=2011|publisher=Oxford University Press USA - OSO|isbn=978-0-19-536763-8|series=Oxford Series in Cognitive Development Ser|location=Cary}}</ref>. We summarize these approaches below and examine which wikidata properties exist to represent them. *Definition: the content of a concept can be formed by its decomposition into other concepts. Many Wikidata properties can be relevant to model definitions, for example: {{Wikidata entity link|P1269}}, {{Wikidata entity link|P361}}/{{Wikidata entity link|P527}}, {{Wikidata entity link|P2670}}, {{Wikidata entity link|P1552}}/{{Wikidata entity link|P6477}}, {{Wikidata entity link|P3712}}... *Categorization: the content of a concept is formed by its illustration by an exemplar (a [[wikipedia:Prototype_theory|prototype]]) that best represent the concept. (The closer a phenomenon is to the prototype, the more likely it belong to the category). Apart from the inclusion of images to illustrate an item, Wikidata structure do not highlight exemplars. However, properties signifying relations of categorizations are among the most used with {{Wikidata entity link|P31}} and {{Wikidata entity link|P279}} (see discussion here https://www.wikidata.org/wiki/Help:Basic_membership_properties). *Theory: the content of a concept is formed by its role in providing explanation of the world. Wikidata includes several properties to describe causal relationships: {{Wikidata entity link|P828}}/{{Wikidata entity link|P1542}}, {{Wikidata entity link|P1537}}/{{Wikidata entity link|P1479}}, {{P|1478}}, {{P|P9353}} (see discussions here : https://www.wikidata.org/wiki/Help:Modeling_causes/en). *Essence: the content of a concept is "something" deep explaning the entity's existence and its properties. We can use concepts before knowing what they mean, and this is what allows us to revise our knowledge about it. The idea of essence is well represented by the QID of Wikidata entities: it is independent of language and definitions and we can use it before really knowing what its properties will be. *Origin: the content of the concept is determined causally by social and historial factors (e.g. someone inventing the concept and introducing its use in a language community). This can be represented by the property {{Wikidata entity link|P3938}}. ==== Testing concept modelling on {{Wikidata entity link|Q14944319}} ==== To test concept modelling, we started by experimenting with the concept of {{Wikidata entity link|Q14944319}}. We selected a subset of papers which had energy democracy as main topic : *{{Wikidata entity link|Q137901202}} *{{Wikidata entity link|Q137901196}} *{{Wikidata entity link|Q137901182}} *{{Wikidata entity link|Q136447761}} *{{Wikidata entity link|Q129652515}} *{{Wikidata entity link|Q114306483}} We read each paper and used them as source in manually entered statements in the item {{Wikidata entity link|Q14944319}}. For example, Droubi et. Al stated "Energy democracy is both an ideal and a process"<ref>{{Cite journal|last=Droubi|first=Sufyan|last2=Heffron|first2=Raphael|last3=McCauley|first3=Darren|date=2022-04-01|title=A critical review of energy democracy: A failure to deliver justice?|url=https://www.wikidata.org/wiki/Q137901182|journal=Energy Research & Social Science|volume=86|pages=4|doi=10.1016/J.ERSS.2021.102444}}</ref>, we thus entered the wikidata statement {{Wikidata entity link|Q14944319}} is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q840396}} and {{Wikidata entity link|Q3249551}}, using the paper as reference (see screenshot below). The result of this first step is visible in the archival version of the item (22 May 2026) here https://www.wikidata.org/w/index.php?title=Q14944319&oldid=2495982191. [[File:Wikidata statement- energy democracy is an instance of ideal.png|915x915px|border]] We listed the difficulties encountered as we worked and we also asked the Wikidata community to give us feedback on our modelling on the item discussion page (https://www.wikidata.org/wiki/Talk:Q14944319). These issues were related to contradictions, precision, concision and ontology. We discuss each issue and draft recommandations to refine our modelling process. ===== Contradictions ===== Wikidata contributor's feedback highlighted some apparent contradictions (The values in "does not have effect" seems contrary to what is listed in "has goal".) We would however argue this is not a problem because "statements essentially point to referenceable sources of information and different sources may provide contradicting information, it's possible to represent a plurality of perspectives on Wikidata"<ref>{{Cite web|url=https://www.wikidata.org/wiki/Help:Statements#Plurality_and_consensus|title=Help:Statements - Wikidata|website=www.wikidata.org|language=en|access-date=2026-06-08}}</ref>. Wikidata essentially supports epistemic pluralism : different worldviews can be represented in wikidata<ref name=":8">{{Cite web|url=https://arxiv.org/abs/2512.12260v1|title=A Multi-Axial Mindset for Ontology Design Lessons from Wikidata's Polyhierarchical Structure|last=Doğan|first=Ege Atacan|last2=Patel-Schneider|first2=Peter F.|date=2025-12-13|website=arXiv.org|language=en|access-date=2026-05-26}}</ref>.Besides, in the case of goals versus effects statements, it is not contradictory because one can have a goal and fail to achieve it. In the case of energy democracy, the discrepancy between the stated goals of this movement and what it actually achieves is precisely what some authors are critiquing<ref name=":20" />. Recommandations : Contradictions are allowed in Wikidata. ===== Precision ===== We noted that conceptual modelling requires an important degree of formalization and precision. This is a key advantage of Wikidata to be able to create links toward precise concepts which have their own identifiers. For example, we were able to create statements about specific laws and their unique identifiers in legal databases (e.g. {{Wikidata entity link|Q139764294}} and its identifier in the EUR-Lex database). However, the sources we are working with are not always precise enough and when concepts are not precisely defined, statements cannot be modelled correctly. For example, in the sentence "management of social affairs by voluntary and self-governing associations is deemed to ensure that both citizen choice and public welfare are best served"<ref>{{Cite journal|last=Veelen|first=Bregje van|last2=Horst|first2=Dan van der|date=2018-12-01|title=What is energy democracy? Connecting social science energy research and political theory|url=https://www.wikidata.org/wiki/Q129652515|journal=Energy Research & Social Science|language=English|volume=46|pages=19–28|doi=10.1016/J.ERSS.2018.06.010}}</ref>, "choice" could refer to {{Wikidata entity link|Q111986453}}, {{Wikidata entity link|Q1331926}}, {{Wikidata entity link|Q12888920}}... We can see here that academic texts are using natural language and thus are using ambiguous terms. As a result, we received feedbacks regarding a lack of precision in our statements (too many and too vague statements). In addition to the ambiguity of sources, a reason why we ended up with very general statements is because we avoided the creation of new Wikidata items. While following this implicit rule allowed us to focus on the most notable concepts, creating new items could also help make the statements more precise. Recommandations : If a concept is ambiguous it should not be included in the modelled statements. Create more precise relevant concepts if they do not exist in Wikidata. [[File:Wikidata visualisation screenshot of subclasses relationships including the item political concept.png|thumb|298x298px|Subclass relationships between "concept" and "political concept".]] ===== Concision ===== Wikidata contributor's feedback indicated a lack of concision. Some of it coming from the fact that some values were "in the tree of another value". The rule we take from this feeback is a need of logical simplification. Two examples illustrate possible logical simplification : *We stated that {{Wikidata entity link|Q14944319}} was an {{Wikidata entity link|P31}} {{Wikidata entity link|Q33104069}} and an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}. But in that case, it is not necessary to state that it is an {{Wikidata entity link|P31}} {{Wikidata entity link|Q151885}}, because {{Wikidata entity link|Q33104069}} is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q131362181}}, which is a {{Wikidata entity link|P279}} {{Wikidata entity link|Q151885}} (see diagram on the right). Here, we have to keep only the more precise item. This reasonning is based on the assumption that {{Wikidata entity link|P279}} is transitive. It seems this reasonning could be generalized (we opened a discussion about this here https://www.wikidata.org/wiki/Wikidata:WikiProject_Reasoning/Use_cases#Parcimonious_statement_constraints_based_on_subclass_of_(P279)_and_part_of_(P361)_transitivity<nowiki/>) *We stated that {{Wikidata entity link|Q14944319}} {{Wikidata entity link|P2670}} {{Wikidata entity link|Q15991216}} and {{Wikidata entity link|Q113514984}}. But if we consider that {{Wikidata entity link|Q15991216}} is a {{Wikidata entity link|P279}} of {{Wikidata entity link|Q113514984}}, then the inclusion of {{Wikidata entity link|Q15991216}} is implied. Here we could keep only the broader item {{Wikidata entity link|Q113514984}}. But unlike the reasonning above, we could not identify a way to generalize this reasonning. For example, {{Wikidata entity link|Q113514984}} can be a subclass of {{Wikidata entity link|Q43229}}, but using the former item is more informative than using the later. For the property {{Wikidata entity link|P2670}}, using a value that is too precise results in too many statements and using a value that is too general results in too trivial statements. Choosing the degree of precision is a problem similar to choosing whether or not to create a new item. Recommandations : When possible, use logical simplification to make statements more parcimonious. ===== Quantification ===== Modelling quantitative statements was challenging. We mostly skipped those but made an attempt for one case : the paper {{Wikidata entity link|Q137901196}} states that "9.8% of the final energy consumed in developing countries comes from modern renewable energy sources"<ref>{{Cite journal|last=Vanegas-Cantarero|first=María M.|date=2020-12-01|title=Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries|url=https://www.wikidata.org/wiki/Q137901196|journal=Energy Research & Social Science|language=English|volume=70|doi=10.1016/J.ERSS.2020.101716}}</ref>. Modelling this sentence by adding a statement in the item {{Wikidata entity link|Q177323}} would require creating a specific property for "final energy consumption". There are such properties in Wikidata : for example, for renewable energy subsidies, there is {{Wikidata entity link|P6826}}. This type of property is notably useful to display information about an item (e.g. the population of a town) on Wikipedia through dynamic infoboxes that are updated with Wikidata information. But the current informal rule on Wikidata property creation is to prefer the use of general properties and avoid the creation of specific properties. Therefore creating properties for every quantifiable characteristic may not be possible. An alternative way to model quantity is to create a specific item to represent what is quantified and use other properties to represent quantities (see example below). [[File:Wikidata screenshot of percentage modelling.png|border|783x783px]] Despite this possibility, since quantitative data are usually stored elsewhere in more convenient formats, it may not be always relevant to include quantitative data into Wikidata. Instead, it might be more useful to link the item that is quantified to an external dataset about it. This can be done using the property {{Wikidata entity link|P1325}}. Recommandation : Use existing properties for the quantity if it exists. If it does not exist, create an item representing what is measured, link it toward an external datasets and add quantitative statements if relevant. ===== Ontology ===== Ultimately, several of our difficulties were linked to some ontology challenges reflecting the complexity of the concept we were working on. According to the litterature, {{Wikidata entity link|Q14944319}} refer to multiple types of entities. It represents a concept, an ideal, a process and an outcome. We reflected this with multiple {{Wikidata entity link|P31}} statements, but encountered struggles to model differences between ''process versus outcomes'', ''ideal versus reality'', ''phenomenon versus theory'' and ''discourses versus practices''. The wikidata community recommands having different items for ''process and outcome'' (criterion "{{Wikidata entity link|Q127270577}}"). For example, {{Wikidata entity link|Q11629}} (practice of applying paint) is different from {{Wikidata entity link|Q3305213}} (visual artwork). However, this distinction is less straightforward for social processes which are are ongoing and evolving without a clear ending. Another problem was to separate ''ideal versus reality,'' we used {{Wikidata entity link|P3712}} to describe ideals and {{Wikidata entity link|P2670}} to describe processes attempting to reach it. It was also difficult to separate ''phenomenon versus theory,'' for example, we did not manage to model the idea that the literature on energy democracy is fragmented. Finally, we also would have needed more distinctions between ''discourses and practices.'' Our sources suggested that energy democracy discourses and practices may have different causes, we used {{Wikidata entity link|P3938}} to indicate the origins of the concept or the movments promoting it, but this was not a very precise way to model this idea. Our first attempt to multiple "natures" of energy democracy into a single item is not satisfactory, and implementing the modelling recommandations we identified above may not be sufficient to build more parcimonious statements. Creating new items to reflect the different aspects of energy democracy may here be necessary. To do so we have to decide how to split the different natures {{Wikidata entity link|Q14944319}} and what will be the relationship between the resulting items. Here the definition of an {{Wikidata entity link|Q324254}} (formal representation) in Wikidata quickly can quickly escalate into questionning {{Wikidata entity link|Q44325}} (metaphysical reflexion on the nature of things), and especially {{Wikidata entity link|Q1713511}} (the nature of the social world). Indeed, the relations between the different types of entities constituting the social worls are not simple nor consensual among philosophers of social science. For example, {{Wikidata entity link|Q15080858}} posits that different things have different ways of being (modes of reality). They propose to classify entities in four categories : material entities (that can exist independently of humans), conceptual entities (concepts, discourses, ideas, meaning…), artefactual entities (human-made and combining conceptual and material elements) and social entities (that depends on human activity to exist)<ref>Fleetwood, S. (2004). An ontology for organisation and management studies. ''Critical Realist Applications in Organisation and Management Studies'', 27–53.</ref>. A complex concept like {{Wikidata entity link|Q14944319}} is concerned with all these types of entities. The energy system include many material entities such as oil fields, the sun, seas, trees... and artefacts such as energy production unit, power lines, home appliances, trucks... (Including conceptual entities such as the name of these artefacts or the knowledge to make them function.). There are the social entities in which they are encompassed (the enregy sectors, energy businesses, energy policies...). There are conceptual entities like normative/political discourses discussing how these artefact and social system should work and there are conceptual entities in the academic sphere building theories about how all this works or should work. In theory, such ontology can be implemented in Wikidata as it "supports multiple coexisting classification" and allow multiple ontological frameworks to coexist.<ref name=":8" /> Current Wikidata ontology is structured with dischotomies such as {{Wikidata entity link|Q7048977}}/{{Wikidata entity link|Q4406616}}, {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}}, {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q23958946}}, {{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}}, {{Wikidata entity link|Q30241068}}/{{Wikidata entity link|Q3799040}}... A quick search seem to show that entities related to the social reality can quickly fall into heterogeneous and sometime contradictory root classes (see table below). {| class="wikitable" |+ !Item !Existing root class entity |- |{{Wikidata entity link|Q190539}} |{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q67518978}} |- |{{Wikidata entity link|Q34770}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q9081}} |{{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q43229}} |{{Wikidata entity link|Q99527517}}{{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q103940464}} |- |{{Wikidata entity link|Q49773}} |{{Wikidata entity link|Q67518978}}/{{Wikidata entity link|Q103940464}} {{Wikidata entity link|Q99527517}} {{Wikidata entity link|Q30241068}} {{Wikidata entity link|Q7048977}} |- |{{Wikidata entity link|Q12705}} |{{Wikidata entity link|Q4406616}}/{{Wikidata entity link|Q7048977}} {{Wikidata entity link|Q1970309}}/{{Wikidata entity link|Q16686448}} {{Wikidata entity link|Q99527517}}/{{Wikidata entity link|Q132907471}} |} Current {{Wikidata entity link|Q3882785}} in Wikidata do not seem very informative to classify the aspects of our concept in a top-down manner. Our next steps will thus be to *Explore if existing standards offer more relevant classes to categorize social entities (we opened the discussion about social ontology with the wikidata community here https://www.wikidata.org/wiki/Wikidata_talk:WikiProject_Ontology#Social_ontology). *Create new items to reflect the different facets of {{Wikidata entity link|Q14944319}} : the social movement advocating for it, the political concept theorizing it, the concrete initiatives implementing it, the litterature theorizing it, etc... based on a new reading of our sample of article and aligned with existing ontologies. == 3. Data visualisation == The goal of this step is to test '''Hypothesis 3''' (SPARQL-based queries and visualizations can be used to navigate  scientific corpora and scientific knowledge graphs). At this stage we started to identify visualization use cases we would like to test, they are listed below. === Filter statements === *Visualize only statements using a specitic source in order to map the content of a single academic article. First test here: https://w.wiki/PFqH *Visualize only items which are part of the present project (all the academic items of the project include the statement {{Wikidata entity link|P6104}} {{Wikidata entity link|Q134545539}}). === Properties visualisation === *Visualise the "tree" of a property used in an item : Wikidata graph builder seem to be the most user friendly, robust and versatile tool to visualise a graph of a single property (https://angryloki.github.io) === Concepts visualisation === *Map all statements related to a single item (e.g. [[d:Wikidata:Scholia|Scholia]] request "topic in context") *Map the statements that two items have in common to make comparisons. === Mapping sources consensus === *Visualise graphs and use the number of references to determine edge thickness/weight in order to make consensual statements more visible. == 4. Writing == The goal of this step is to test '''Hypothesis 4''' (Wikiversity pages can be used to write literature reviews collaboratively in text format augmented by interwiki links). === Advantages of Wikiversity === Writing on a Wikiversity page offers some advantages to implement the principles of open linked data in text format. We could cite academic items using their Wikidata QID to generate the citations below (but if we use an URL to cite a paper, it does not automatically check if there is an existing QID for it), and also link toward Wikidata entities using a template ([[Template:Wikidata entity link|Wikidata entity link]]). Although we did not translate the present page for now, Wikiversity offers the possibility to translate a page in multiple languages (an interesting possibility in the context of the The FAIRisation of scholarly communication<ref>{{Cite journal|last=Maryl|first=Maciej|last2=Blaszczyńska|first2=Marta|last3=Zalotyńska|first3=Agnieszka|last4=Taylor|first4=Laurence|last5=Avanço|first5=Karla|last6=Balula|first6=Ana|last7=Buchner|first7=Anna|last8=Caliman|first8=Lorena|last9=Clivaz|first9=Claire|date=2021-01|title=Future of Scholarly Communication|url=https://hal.science/hal-03277615}}</ref>). The possibility to view the page history provide an exhaustive versionning of a paper, which constitute interesting data documenting the academic writing process (at first we did not comment the nature of our modifications but after thinking about this reuse possibility, we described it with more details). The contribution statistics based on the history also offers a new way to track author's contributions to a paper in a transparent way. === The issue of text interoperability === A key issue we are encountering is the question of the interoperability of texts. While the interoperability of data is starting to be well discussed in the open science community, the interoperability of texts do not seem to benefit from the same level of discussion. We encountered several interoperability issues regarding our writing. First, copying texts written on a word processor software (e.g. microsoft word) into a wiki page (or the other way around) is relatively seamless in terms of formatting, but the management of references is lacking. Reformatting references is very time consuming and a real barrier for text interoperability in academic context : it is difficult to copy text from an academic publication into a wiki text, and difficult to turn a wiki text into a publication (the only possibility is to export the page as a PDF and you may be reading this article in this format). There are also uncertaineties regarding how to reuse texts published under creative common licences. Academic texts published under CC-BY-SA licences can in theory be remixed and reused. But academia does not have established practices regarding how this can be done. If we want to reuse a whole page, should we put it in quotation marks and simply cite the paper ? Should the original authors be listed as co-authors ? To what extent academic publisher will accept to publish "remixed" texts while they usually require that publications contain mainly unpublished content ? The norms of what is appropriate remix and reuse practices in academia has yet to be decided... and this could be an interesting conversation to have in the open science community. == Discussion == Our goal was to assess the potential of Wikidata and Wikiversity to build a living literature review method and tackle issues of information overload, knowledge synthesis and knowledge dissemination, following open science principles. By conducting a meta-review on just sustainability transition (that is a review of existing literature reviews), and experimenting with existing technical solutions, we were able to identify the strenghs and limitations of the Wikidata ecosystem. First Wikidata can be used to enrich scientific item metadata and build living scientific corpora with rich annotations (Hypothesis 1 is verified). However, the technical barriers to do so are still high and the Wikidata database is too general to allow a community to work on a specific curated corpus of scientific items. Secondly, Wikidata can be used for scientific knowledge modeling through statements using scientific items as reference (Hypothesis 2 is verified). However, this requires developping new methodological standards regarding what is a rigorous modelling in social science, as well as building specific {{Wikidata entity link|Q324254}}. An unexpected finding is that the formalization necessary for knowledge modelling in wikidata invites to formalize the reasonning behind modelling choices, a process that is rarely done in qualitative analysis even though such reasonning are likely present. The modelling process also responds to calls in management sciences to engage in more systematic categorizing to avoid semantic confusion<ref>{{Cite journal|last=Pierce|first=Jason R.|date=2025-01|title=Categorizing Concepts and Phenomena in Management Research: A Four-Phase Integrative Review and Recommendations|url=http://journals.aom.org/doi/full/10.5465/annals.2023.0052|journal=Academy of Management Annals|language=en|volume=19|issue=1|page=28|pages=9–37|doi=10.5465/annals.2023.0052|issn=1941-6520}}</ref>. Thirdly, SPARQL-based queries can be used to vizualised scientific corpora and scientific knowledge graphs, but we cannot completely say they allow users to "navigate" it (Hypothesis 3 is partially verified). SPARQL-based queries are powerful but they require technical knowledge, especially now that the split between academic and non-academic items in Wikidata requires to write federated queries. To be able to "navigate" scientific corpora and scientific knowledge graphs on Wikidata, more user-friendly tools would be needed. Finally, we did see advantaged in using Wikiversity pages to write collaboratively in text format augmented by hypertext links, but there are still important technical and instittional barriers (Hypothesis 3 is partially verified) : the interoperability of text is a key issue to reuse publications. The main issues we encountered were the management of references and uncertainty regarding the compatibilities between writing publicly on a wiki page and engaging in classical publication processes. A potential solution to the issues encountered could be to develop a specialised literature review software that would allow researchers to build living literature reviews including knowledge graphs and wiki pages. This kind of tool should be user-friendly and include the missing tools we identified. In addition, it could include more advanced analysis functions such as logical reasonning based on the knowledge graph<ref name=":9" />. == Funding == This project is funded by the [[m:Grants:Programs/Wikimedia_Research_&_Technology_Fund/Wikimedia_Research_Fund|Wikimedia Research Fund]], Grant ID: G-RS-2504-18935. The text of the initial research proposal is available here : https://doi.org/10.5281/zenodo.20760603. == Data == {| class="wikitable sortable" ! QID !! Year !! DOI !! Title |- | [[d:Q137901191|Q137901191]] || 2025 || [https://doi.org/10.1002/GEO2.70040 10.1002/GEO2.70040] || Place-Based Sustainability Transformations for Just Futures: A Systematic Review |- | [[d:Q137901187|Q137901187]] || 2025 || [https://doi.org/10.1002/WCC.932 10.1002/WCC.932] || Public Communication of Climate and Justice: A Scoping Review |- | [[d:Q135979013|Q135979013]] || 2025 || [https://doi.org/10.1007/S13280-025-02202-Z 10.1007/S13280-025-02202-Z] || Participatory approaches to climate adaptation, resilience, and mitigation: A systematic review |- | [[d:Q137901223|Q137901223]] || 2022 || [https://doi.org/10.1007/S13412-021-00726-W 10.1007/S13412-021-00726-W] || A review of stakeholder participation studies in renewable electricity and water: does the resource context matter? |- | [[d:Q137901184|Q137901184]] || 2021 || [https://doi.org/10.1007/S40518-021-00184-6 10.1007/S40518-021-00184-6] || Energy Storage as an Equity Asset. |- | [[d:Q114204627|Q114204627]] || 2021 || [https://doi.org/10.1007/S43621-021-00024-Z 10.1007/S43621-021-00024-Z] || Can public awareness, knowledge and engagement improve climate change adaptation policies? |- | [[d:Q137901209|Q137901209]] || 2026 || [https://doi.org/10.1016/J.AGSY.2025.104512 10.1016/J.AGSY.2025.104512] || Designing with non-humans for agricultural systems transformation: An interdisciplinary review and framework for reflection |- | [[d:Q137901201|Q137901201]] || 2025 || [https://doi.org/10.1016/J.COPSYC.2024.101987 10.1016/J.COPSYC.2024.101987] || Individual and community catalysts for Renewable Energy Communities (RECs) development |- | [[d:Q114197507|Q114197507]] || 2022 || [https://doi.org/10.1016/J.CRM.2022.100438 10.1016/J.CRM.2022.100438] || Advancements of sustainable development goals in co-production for climate change adaptation research |- | [[d:Q129203992|Q129203992]] || 2024 || [https://doi.org/10.1016/J.EGYR.2024.01.040 10.1016/J.EGYR.2024.01.040] || Empowering energy citizenship: Exploring dimensions and drivers in citizen engagement during the energy transition |- | [[d:Q137901216|Q137901216]] || 2026 || [https://doi.org/10.1016/J.EIAR.2025.108187 10.1016/J.EIAR.2025.108187] || From participation to partnership: A systematic review of public engagement in sustainable urban planning |- | [[d:Q137210566|Q137210566]] || 2016 || [https://doi.org/10.1016/J.ERSS.2015.10.004 10.1016/J.ERSS.2015.10.004] || Energy justice: A conceptual review |- | [[d:Q115448818|Q115448818]] || 2016 || [https://doi.org/10.1016/J.ERSS.2016.04.001 10.1016/J.ERSS.2016.04.001] || Stakeholder involvement in sustainability science—A critical view |- | [[d:Q129652515|Q129652515]] || 2018 || [https://doi.org/10.1016/J.ERSS.2018.06.010 10.1016/J.ERSS.2018.06.010] || What is energy democracy? Connecting social science energy research and political theory |- | [[d:Q137901196|Q137901196]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101716 10.1016/J.ERSS.2020.101716] || Of renewable energy, energy democracy, and sustainable development: A roadmap to accelerate the energy transition in developing countries |- | [[d:Q136447761|Q136447761]] || 2020 || [https://doi.org/10.1016/J.ERSS.2020.101768 10.1016/J.ERSS.2020.101768] || Energy democracy as a process, an outcome and a goal: A conceptual review |- | [[d:Q137901204|Q137901204]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101834 10.1016/J.ERSS.2020.101834] || Identities, innovation, and governance: A systematic review of co-creation in wind energy transitions |- | [[d:Q137901183|Q137901183]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101837 10.1016/J.ERSS.2020.101837] || Renewable energy for whom? A global systematic review of the environmental justice implications of renewable energy technologies |- | [[d:Q137901207|Q137901207]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101871 10.1016/J.ERSS.2020.101871] || Rethinking community empowerment in the energy transformation: A critical review of the definitions, drivers and outcomes |- | [[d:Q137901215|Q137901215]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101876 10.1016/J.ERSS.2020.101876] || Co-production in the wind energy sector: A systematic literature review of public engagement beyond invited stakeholder participation |- | [[d:Q114306511|Q114306511]] || 2021 || [https://doi.org/10.1016/J.ERSS.2020.101907 10.1016/J.ERSS.2020.101907] || From consultation toward co-production in science and policy: A critical systematic review of participatory climate and energy initiatives |- | [[d:Q137901221|Q137901221]] || 2021 || [https://doi.org/10.1016/J.ERSS.2021.102257 10.1016/J.ERSS.2021.102257] || The challenges of engaging island communities: Lessons on renewable energy from a review of 17 case studies |- | [[d:Q137901218|Q137901218]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102333 10.1016/J.ERSS.2021.102333] || The (in)justices of smart local energy systems: A systematic review, integrated framework, and future research agenda |- | [[d:Q137901182|Q137901182]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102444 10.1016/J.ERSS.2021.102444] || A critical review of energy democracy: A failure to deliver justice? |- | [[d:Q114306483|Q114306483]] || 2022 || [https://doi.org/10.1016/J.ERSS.2021.102482 10.1016/J.ERSS.2021.102482] || The role of energy democracy and energy citizenship for participatory energy transitions: A comprehensive review |- | [[d:Q114306476|Q114306476]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102714 10.1016/J.ERSS.2022.102714] || What about citizens? A literature review of citizen engagement in sustainability transitions research |- | [[d:Q137901193|Q137901193]] || 2022 || [https://doi.org/10.1016/J.ERSS.2022.102862 10.1016/J.ERSS.2022.102862] || When energy justice is contested: A systematic review of a decade of research on Sweden?s conflicted energy landscape |- | [[d:Q137901219|Q137901219]] || 2023 || [https://doi.org/10.1016/J.ERSS.2022.102913 10.1016/J.ERSS.2022.102913] || Can we optimise for justice? Reviewing the inclusion of energy justice in energy system optimisation models |- | [[d:Q137901186|Q137901186]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103010 10.1016/J.ERSS.2023.103010] || Analysing intersections of justice with energy transitions in India- A systematic literature review |- | [[d:Q137901181|Q137901181]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103053 10.1016/J.ERSS.2023.103053] || Fostering justice through engagement: A literature review of public engagement in energy transitions |- | [[d:Q137211155|Q137211155]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103213 10.1016/J.ERSS.2023.103213] || A fairway to fairness: Toward a richer conceptualization of fairness perceptions for just energy transitions |- | [[d:Q137901217|Q137901217]] || 2023 || [https://doi.org/10.1016/J.ERSS.2023.103221 10.1016/J.ERSS.2023.103221] || Powering just energy transitions: A review of the justice implications of community choice aggregation |- | [[d:Q137901199|Q137901199]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104016 10.1016/J.ERSS.2025.104016] || Making energy renovations equitable: A literature review of decision-making criteria for a just energy transition in residential buildings |- | [[d:Q137901188|Q137901188]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104036 10.1016/J.ERSS.2025.104036] || Community energy justice: A review of origins, convergence, and a research agenda |- | [[d:Q137901211|Q137901211]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104067 10.1016/J.ERSS.2025.104067] || Psychological and social factors driving citizen involvement in renewable energy communities: A systematic review |- | [[d:Q137901192|Q137901192]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104149 10.1016/J.ERSS.2025.104149] || Assessing social impacts and Energy Justice along green hydrogen supply chains: a capability-based framework |- | [[d:Q137901195|Q137901195]] || 2025 || [https://doi.org/10.1016/J.ERSS.2025.104422 10.1016/J.ERSS.2025.104422] || Out of place, scale and time? Navigating injustices across mission arenas of the German Energiewende |- | [[d:Q137901185|Q137901185]] || 2024 || [https://doi.org/10.1016/J.ESD.2024.101546 10.1016/J.ESD.2024.101546] || Characterizing 'injustices' in clean energy transitions in Africa |- | [[d:Q137901226|Q137901226]] || 2024 || [https://doi.org/10.1016/J.JCLEPRO.2024.143470 10.1016/J.JCLEPRO.2024.143470] || Energy justice and sustainable urban renewal: A systematic review of low-income old town communities |- | [[d:Q137901222|Q137901222]] || 2024 || [https://doi.org/10.1016/J.JENVMAN.2024.120804 10.1016/J.JENVMAN.2024.120804] || Forest, climate, and policy literature lacks acknowledgement of environmental justice, diversity, equity, and inclusion |- | [[d:Q115441381|Q115441381]] || 2021 || [https://doi.org/10.1016/J.RSER.2021.111504 10.1016/J.RSER.2021.111504] || Participatory methods in energy system modelling and planning – A review |- | [[d:Q137901205|Q137901205]] || 2025 || [https://doi.org/10.1016/J.RSER.2025.115892 10.1016/J.RSER.2025.115892] || A systematic review of the intersection between energy justice and human rights |- | [[d:Q137901225|Q137901225]] || 2024 || [https://doi.org/10.1017/SUS.2024.24 10.1017/SUS.2024.24] || Blue carbon as just transition? A structured literature review |- | [[d:Q137901220|Q137901220]] || 2025 || [https://doi.org/10.1017/SUS.2025.2 10.1017/SUS.2025.2] || Toward an intersectional equity approach in social-ecological transformations |- | [[d:Q137901203|Q137901203]] || 2024 || [https://doi.org/10.1080/14693062.2023.2256697 10.1080/14693062.2023.2256697] || Exploring the democracy-climate nexus: a review of correlations between democracy and climate policy performance |- | [[d:Q137901164|Q137901164]] || 2022 || [https://doi.org/10.1111/GEC3.12662 10.1111/GEC3.12662] || Creating fairer futures for sustainability transitions |- | [[d:Q137901227|Q137901227]] || 2025 || [https://doi.org/10.1139/ER-2024-0018 10.1139/ER-2024-0018] || Community engagement in nature-positive food systems programming and research in East and Southern Africa: a review |- | [[d:Q119955266|Q119955266]] || 2019 || [https://doi.org/10.1146/ANNUREV-ENVIRON-101718-033103 10.1146/ANNUREV-ENVIRON-101718-033103] || Co-Producing Sustainability: Reordering the Governance of Science, Policy, and Practice |- | [[d:Q137901206|Q137901206]] || 2023 || [https://doi.org/10.1146/ANNUREV-ENVIRON-112621-063400 10.1146/ANNUREV-ENVIRON-112621-063400] || Metrics for Decision-Making in Energy Justice |- | [[d:Q137901213|Q137901213]] || 2022 || [https://doi.org/10.1186/S13705-021-00330-4 10.1186/S13705-021-00330-4] || Mapping emergent public engagement in societal transitions: a scoping review |- | [[d:Q137901163|Q137901163]] || 2025 || [https://doi.org/10.17573/CEPAR.2025.2.09 10.17573/CEPAR.2025.2.09] || From Co-Creation to Circular Cities: Exploring Living Labs in EU Governance Frameworks - A Literature Review |- | [[d:Q137901197|Q137901197]] || 2024 || [https://doi.org/10.3390/EN17143512 10.3390/EN17143512] || A Systematic Review on the Path to Inclusive and Sustainable Energy Transitions |- | [[d:Q104887325|Q104887325]] || 2019 || [https://doi.org/10.3390/SU11041023 10.3390/SU11041023] || Deliberation and the Promise of a Deeply Democratic Sustainability Transition |- | [[d:Q137901202|Q137901202]] || 2021 || [https://doi.org/10.3390/SU13042128 10.3390/SU13042128] || A Review of Energy Communities in Sub-Saharan Africa as a Transition Pathway to Energy Democracy |- | [[d:Q137901210|Q137901210]] || 2023 || [https://doi.org/10.3390/SU15032441 10.3390/SU15032441] || Sustainable Project Governance: Scientometric Analysis and Emerging Trends |- | [[d:Q137901224|Q137901224]] || 2024 || [https://doi.org/10.3390/SU16198700 10.3390/SU16198700] || Empowering Communities to Act for a Change: A Review of the Community Empowerment Programs towards Sustainability and Resilience |} == References == {{References}} lijbvh2yy039sf1korjvihvgzy8mr7h 0 326175 2817402 2817304 2026-06-30T13:33:00Z ~2026-37432-69 3097899 2817402 wikitext text/x-wiki {{Portal|Plurilingual education|Logo PEP.jpg}} {{Education}}{{Course}} == Starting activity == Try to remember your experiences over the last few weeks. * In which situations were you confronted with more than one language? * Please describe the circumstances in which these situations occurred (for example, at work, in your free time, at school/university, etc.). * Which languages were involved, and how were they used? Have you ever been faced with multiple languages in one or more of the following situations? * When watching films, listening to podcasts, etc. * When using apps/programmes * On platforms such as LinkedIn, Instagram, Reddit, etc. * In professional situations (meetings, etc.) How did you handle/react in these situations? (Switch to another language, subtitles, GoogleTrad, ChatGPT) What did you learn from these experiences? * Individual words or phrases in other languages * Special features of the language (language and/or writing system, structure of texts, etc.) * Other aspects == Objectives == At the end of this section, you should: * know the concepts and characteristics of formal, non-formal and informal learning; * be able to identify their specific features within various educational and social contexts. * understand how formal, non-formal and informal learning interact and complement each other in diverse learning contexts; * understand how non-formal and informal learning contribute to lifelong learning, enhance transversal skills and support personal development. * understand the importance of different forms of learning for developing multilingual competence. == Key words == Informal learning, non-formal learning, learning environments == Table of content == # Introduction # History of the concept # Definition(s) # Formal, informal and non-formal learning within the education system ## Recognition of non-formal and informal learning ## Digital language education and informal/non-formal learning ''' ''' ## Plurilingualism and informal/non-formal learning # Take-home messages # Self-assessment # Further resources # Bibliography == Introduction == The concepts of informal and non-formal emphasise that learning takes place not only in institutions such as schools, universities and adult education centres within a clearly defined framework, but also and to a large extent outside the classroom, in everyday life, etc., and plays an important role in the development of a person throughout his or her life. In plurilingual approaches, especially in Europe (e.g., CEFR) these experiences are not just supplementary but are central to a holistic understanding of learners’ language resources. == History of the concept == The term 'informal education' was coined by the American philosopher and educator John Dewey (1859–1952) during his lectures at the University of Chicago. A transcript of one of these lectures was published by Reginald D. Archambault in 1966. Dewey attributes the same effectiveness to informal education as to learning in the classroom, arguing that it must be based on social relationships outside the classroom (Archambault, 1966, as cited in Rohs, 2016, p. 7). The American philosopher Mary Parker Follett (1868-1933) also emphasised the importance of non-institutional education and lifelong learning, without explicitly referring to the term ‘informal education/learning’. That education is a continuous process is a truism. […] Life and education must never be separated. We must have more life in our universities, more education in our life. (Follett, 1918, p. 369) The term ‘informal learning’ was first used by Eduard Lindeman, a pioneer in adult education, in an unpublished manuscript 1925 (as cited in Jarvis, 1987, p. 122). Like John Dewey, Lindeman believed that learning is closely linked to real-life experiences, and that education should not be confined to formal institutions. Despite these early references, the concept of informal learning was not widely explored within academia. From the 1970s onwards, however, international organisations began to recognise its importance. A significant milestone was the 1972 UNESCO report (Faure et al., 1972), which argued that rapid scientific and technological developments required a new perspective on education — one that included lifelong and informal learning as essential components. Coombs and Ahmed (1974) investigated how non-formal education could be used to combat rural poverty for the World Bank. By the 1990s, the concept had evolved significantly, with multiple definitions emerging, each highlighting different aspects of informal learning. Institutions such as the United Nations, the European Union and the Council of Europe published policy papers and position statements acknowledging the value of informal and non-formal learning in terms of personal development, social inclusion and employability (Harring et al., 2018; Johnson & Majewska, 2022; Overwien, 2005; Rohs, 2016) == Definitions: Overview and critical discussion == There is no universally accepted definition of informal and non-formal learning. Informal and non-formal learning are usually described in contrast to formal learning, based on certain criteria, such as learning taking place outside of educational institutions without leading to certification (e.g. COM(2001) 678 final, p. 32). Informal learning is often characterised by taking place outside formal learning environments. It is usually driven by intrinsic motivation rather than the pursuit of specific goals and often associated with leisure time, family life, or even working life. Non-formal learning is a type of learning that falls between formal and informal learning. It is typically defined by intentionality, intrinsic motivation, and learning objectives. Unlike formal learning, it does not take place in traditional institutional environments or lead to certification. Non-formal learning can also take place within educational institutions and may be based on a curriculum. However, it always involves a voluntary dimension. Formal learning is structured, guided and usually follows a curriculum. Learning takes place in educational institutions and leads to certification (Johnson & Majewska, 2022; Organisation for Economic Co-operation and Development - Education Policy Committee & Werquin, 2007, pp. 22–25). An overview of the possible criteria for distinguishing between different types of learning is provided by Johnson & Majewska (2022, pp. 4–5). {| class="wikitable" |'''Formal learning''' |'''Non-formal learning''' | colspan="2" |'''Informal learning''' |- |Learning is structured (e.g., linear objectives) |Learning '''may be''' structured | colspan="2" |Learning is not structured |- |Learning is promoted through direct teaching behaviours | colspan="3" |Learning is promoted through indirect teaching behaviours |- |Learning is intended (by educator and learner) |Learning is intended by the '''learner''' | colspan="2" |Learning may not be intended by the learner |- |Learning is recognised by the learner and educator |Learning is recognised by the '''learner''' | colspan="2" |Learning may not be recognised by the learner |- | colspan="2" |Motivation for learning may be extrinsic to the learner | colspan="2" |Motivation for learning is intrinsic to the learner |- |Learning takes place in educational institutions |Learning '''can''' take place in educational institutions | colspan="2" |Learning can take place anywhere |- |Learning has a mandated dimension | colspan="3" |Learning has a voluntary dimension |- | colspan="2" |Learning may be recognised or measured through qualifications | colspan="2" |Learning is not recognised or measured through qualifications |- |Learning may primarily focus on propositional knowledge | colspan="3" |Learning may focus on both propositional and procedural knowledge |- |Learning tends to have a cognitive emphasis | colspan="3" |Learning involves cognitive, emotional, social and behavioural elements |- |Curriculum is written down | colspan="2" |Curriculum '''may be''' written down |Curriculum is not written down |- |Learning process is ‘top down’, focusing on developing specific knowledge and skills | colspan="3" |Learning process is ‘bottom up’, focusing on the learner and their needs |- |Learning follows formal curriculum | colspan="3" |Learning may complement formal curricula |- | colspan="3" |Learning may not be linked to socialisation |Learning is often linked to socialisation |} (Johnson & Majewska, 2022, p. 4–5.) What recent definitions have in common is that learning is viewed from a holistic perspective, i.e. in the context of a person's entire environment and throughout their entire lifetime (Harring et al., 2018). == Formal, informal and non-formal learning within the education system == In contemporary education and labour markets, the recognition of learning acquired outside formal institutions – through work, volunteering, online learning, or community engagement  – has become increasingly significant. Informal and non-formal learning contribute substantially to individuals’ competencies, yet these achievements often remain invisible in traditional qualification systems. === Recognition of non-formal and informal learning === To address this gap, several international organizations have developed frameworks and guidelines to support the validation of such learning. The European Union, for instance, has published the “European guidelines for validating non-formal and informal learning” (Cedefop, 2015), which provide a comprehensive framework for member states to implement validation systems that are accessible, fair, and learner-centered. Similarly, UNESCO has advanced the “Guidelines for the recognition, validation and accreditation (RVA) of the outcomes of non-formal and informal learning (UNESCO Institute for Lifelong Learning, 2012), developed in collaboration with 42 member states. These guidelines aim to promote inclusive education systems and support lifelong learning by enabling individuals to receive formal recognition for diverse learning experiences. By integrating these international frameworks into national policies, education systems can become more inclusive, flexible, and responsive to the realities of learners’ lives. Recognizing informal and non-formal learning not only enhances individual empowerment and employability but also contributes to social cohesion and economic innovation. As a possible framework for describing language learning outside formal education and training, Benson (2011) proposes a model encompassing location, formality, pedagogy, and locus of control. Each of these aspects can be viewed as a pole on a scale. The model recognises that the increased range of language learning opportunities has brought about significant changes to learners' environments and that the boundaries between formal and informal learning are becoming increasingly blurred. === Digital language education and informal/non-formal learning   === Some examples of wider and emerging research fields especially in digital informal and non-formal learning are learning in the digital wilds and learning with AI based tools. Since the 2000s, digital technology has opened up many opportunities to use languages outside the classroom. Informal learning is now a focus of language teaching and research. Sauro and Zourou (2017, p. 186) define 'language learning in the digital wilds' as 'informal language learning that takes place in digital spaces, communities, and networks that are independent of formal instructional contexts'. Similar expressions such as 'online informal learning of English (OILE)' (Sockett, 2014) or 'informal digital learning of English (IDLE)' (Lee & Dressman, 2018) also refer to digital learning environments. Recently, AI-based tools such as large language models (LLMs) have added a new dimension to informal and non-formal language learning. Learners increasingly interact with AI chatbots (e.g., ChatGPT) outside of institutional settings in order to practise writing, rehearse dialogues, clarify vocabulary, or simulate real-life communication scenarios. These interactions often happen spontaneously, driven by learners' curiosity or needs, and blend characteristics of both informal and non-formal learning. (Guan et al., 2024) Furthermore, outside digital learning environments, social developments such as an increasingly multilingual society are creating more opportunities for informal 'language learning beyond the classroom” (Nunan & Richards, 2015), an expression often used instead of “informal language learning”. === Plurilingualism and informal / non-formal learning === The expansion of learning environments offers more opportunities to use languages in all modes: reception, production, interaction and mediation. Online resources such as podcasts and films offer a wide range of opportunities to experience language authentically. Multilingual practices are particularly popular on digital platforms, with users adopting them for specific purposes (e.g. Androutsopoulos, 2015; Lee, 2017; Ndlangamandla, 2020). Physical environments also provide many ways to expand one's linguistic repertoire. These can be used to specifically integrate non-formal learning opportunities or encourage informal learning in formal settings. Various projects have demonstrated such potential, e.g. the [https://www.linguanum.eu/productions-products Lingu@num project] for digital tasks. Examples of raising awareness of multilingualism can be seen in the [https://mlm.humanities.manchester.ac.uk/linguasnapp/index.html LinguaSnapp citizen science project], which documents the multilingual landscape of Manchester. The Linguistic Risk-Taking Initiative is a pedagogical approach that promotes the use of the target language in daily situations outside of formal settings of instruction (Slavkov, 2023; Slavkov, 2020; Slavkov & Séror, 2019). Language learners are encouraged to take linguistic risks, which are defined as “authentic everyday communicative acts that take place outside of the language classroom and involve spontaneous and meaningful second language use” (Slavkov & Séror, 2019, p. 259). Since the Linguistic Risk-Taking Initiative is introduced to language learners in the classroom, but focuses on their target language use in everyday life, it can be considered a link between formal and informal learning (Cajka et al., 2023; Griffiths & Slavkov, 2021). == Take-home messages == * Learning happens everywhere: Education is not limited to schools or universities. Informal and non-formal learning occur in everyday life, through digital media, social interactions, and community engagement. * Blurred boundaries: The lines between formal, non-formal, and informal learning are increasingly fluid, especially in language education. * Plurilingualism is a resource: Using multiple languages in various contexts (e.g., online platforms, work, leisure) enhances language competencies and cultural awareness. * Digital environments matter: Informal digital learning (e.g., through podcasts, games, social media) plays a growing role in language acquisition. * Recognition is key: International frameworks (e.g., from the EU and UNESCO) aim to validate and recognize learning that happens outside formal education. == Self-assessment == <quiz display=simple> {What best describes informal language learning?} -A) It is structured and leads to certification. +B) It happens during everyday activities, often spontaneously and unintended. -C) It is always guided by a teacher. -D) It only occurs in formal institutions. {Which of the following is an example of non-formal learning?} -A) Watching a movie in another language at home. +B) Attending a language conversation group outside school. -C) Learning a language through family conversations. -D) Reading a textbook in school. {What is the main goal of the EU and UNESCO guidelines on informal/non-formal learning?} -A) To replace formal education systems. -B) To foster self-directed learning. +C) To validate and recognise learning outside formal institutions. -D) To standardise learning in European education systems. </quiz> == Further resources == * Lingu@num project: https://www.linguanum.eu/productions-products * LinguaSnapp citizen science project: https://mlm.humanities.manchester.ac.uk/linguasnapp/index.html * Recognition of further learning in Europe: https://education.ec.europa.eu/news/recognition-of-prior-learning-in-europe * Europass: https://europass.europa.eu/en/validation-non-formal-and-informal-learning * UNESCO Institute for Lifelong Learning: Recognition, validation and accreditation of non-formal and informal Learning: https://www.uil.unesco.org/en/lifelong-learning/recognition-validation-accreditation == Bibliography == Androutsopoulos, J. (2015). Networked multilingualism: Some language practices on Facebook and their implications. ''International Journal of Bilingualism'', ''19''(2), 185–205. https://doi.org/10.1177/1367006913489198 Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In P. Benson & H. Reinders, Hayo (Eds.), ''Beyond the language classroom'' (pp. 7–16). Palgrave Macmillan. Cajka, Stefanie; Ed, Griffiths, Nikolay Slavkov & Eva Vetter. 2023. Linguistic risk-taking and informal language learning in Canada and Austria. In Denyze Toffoli, Geoffrey Sockett & Meryl Kusyk (eds.), ''Language Learning and Leisure: Informal Language Learning in the Digital Age'' (Studies on Language Acquisition [SOLA] 66), 207-237. Berlin/Boston: De Gruyter Mouton. Cedefop. (2015). ''European guidelines for validating non-formal and informal learning''. Publications Office. http://dx.doi.org/10.2801/378817 Coombs, P. H., Ahmed, M., International Council for Educational Development., & World Bank. (1974). ''Attacking rural poverty; how nonformal education can help''. Johns Hopkins University Press. https://documents1.worldbank.org/curated/en/656871468326130937/pdf/multi-page.pdf Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovsky, A. V., Rahnema, M., & Champion Ward, F. (1972). ''Learning to be: The world of education today and tomorrow.'' United Nations Educational, Scientific and Cultural Organization (UNESCO). Follett, M. P. (with Cornell University Library). (1918). ''The new state, group organization the solution of popular government''. Longmans, Green and co. http://archive.org/details/cu31924016856209 Griffiths, Ed & Nikolay Slavkov. 2021. Linguistic risk-taking: A bridge between the classroom and the outside world. ''Canadian Journal of Applied Linguistics'' 24(2). 127-158. Guan, L., Li, S., & Gu, M. M. (2024). AI in informal digital English learning: A meta-analysis of its effectiveness on proficiency, motivation, and self-regulation. Computers and Education: Artificial Intelligence, 7, 100323. https://doi.org/10.1016/j.caeai.2024.100323 Harring, M., Witte, M. D., & Burger, T. (2018). Informelles Lernen—Eine Einführung. In M. Harring, M. D. Witte, & T. Burger (Eds.), ''Handbuch informelles Lernen: Interdisziplinäre und internationale Perspektiven'' (pp. 12–25). Beltz Juventa. Jarvis, P. (Ed.). (1987). Eduard Lindeman. In S. Brookfield, ''Twentieth century thinkers in adult & continuing education'' (pp. 119–143). Croom Helm. Johnson, M., & Majewska, D. (2022, September 1). ''Formal, non-formal, and informal learning: What are they, and how can we research them?'' Cambridge University Press & Assessment. https://www.repository.cam.ac.uk/handle/1810/371731 Lee, M.-K. (2017). To be autonomous or not to be: Issues of subsuming self-determination theory into research on language learner autonomy. ''TESOL Quarterly'', ''51''(1), 220–228. https://doi.org/10.1002/tesq.343 Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. ''TESOL Quarterly'', ''52''(2), 435–445. https://doi.org/10.1002/tesq.422 Lindeman, E. (1926). ''The meaning of adult education''. New Republic, inc. Ndlangamandla, S. (2020). Language alternation in online forums: English monolingual normativity and multilingual practices. ''Scrutiny2'', ''25''(1), 43–63. https://doi.org/10.1080/18125441.2020.1802504 Nunan, D., & Richards, J. C. (Eds.). (2015). ''Language learning beyond the classroom'' (1. publ.). Routledge. Organisation for Economic Co-operation and Development - Education Policy Committee, & Werquin, P. (2007, September 19). ''Terms, concepts and models for analysing the value of recognition programme''. https://one.oecd.org/document/EDU/EDPC(2007)24/en/pdf Overwien, B. (2005). Stichwort: Informelles lernen. ''Zeitschrift für Erziehungswissenschaft'', ''8''(3), 339–355. https://doi.org/10.1007/s11618-005-0144-z Rohs, M. (2016). Genese informellen Lernens. In M. D. Witte, T. Burger, & M. Harring (Eds.), ''Handbuch informelles Lernen: Interdisziplinäre und internationale Perspektiven'' (pp. 3–38). Beltz Juventa. Sauro, S., & Zourou, K. (2017). Call for Papers for CALL in the Digital Wilds Special Issue. ''CALL in the Digital Wilds'', ''21''(1). https://scholarspace.manoa.hawaii.edu/items/c9da50ba-1f65-41d9-a3d3-f6ebad8c37ce Slavkov, N. (2020). Where the magic happens: Fostering language learning, bilingualism and multilingualism through linguistic risk-taking. In T. Tinnefeld (Ed.), The magic of language: Productivity in linguistics and language teaching (pp. 47–70). COD. https://d-nb.info/1241778841/04 Slavkov, N. (2023). Linguistic risk-taking: A new pedagogical approach and a research program. Canadian Journal of Applied Linguistics, 26(2), 32–59. https://doi.org/10.37213/cjal.2023.33038 Slavkov, N., & Séror, J. (2019). The development of the linguistic risk-taking initiative at the University of Ottawa. The Canadian Modern Language Review, 75(3), 254–272. https://doi.org/10.3138/cmlr.2018-0202 Sockett, G. (2014). ''The online informal learning of English''. Palgrave Macmillan UK. https://doi.org/10.1057/9781137414885 UNESCO Institute for Lifelong Learning. (2012). ''UNESCO Guidelines for the recognition, validation and accreditation of the outcomes of non-formal and informal learning''. UNESCO Institute for Lifelong Learning (UIL). http://unesdoc.unesco.org/images/0021/002163/216360e.pdf ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Margareta Strasser (Universität Salzburg) * Paulina Wagner (Universität Wien) [[Portal: Plurilingual education]] [[Category:Education]] rgefw1ku3k3onknehcusknwl5lsvcyb 0 326182 2817495 2816444 2026-07-01T09:08:13Z Regliste 3029369 fixed typo + added papers in biblio, will add content later 2817495 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992.{{Sfn|Schwartz|1992}} The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its link with [[w:cluster algebra|cluster algebras]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons in the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is constructed by drawing lines and marking their intersections, it [[w:Commutative property|commutes]] with any transformation that sends lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. This allows to identify polygons [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives a [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} The dynamic is trivial for the classes of pentagons and hexagons, but this stops to be the case for polygons with more vertices.{{Efn|See the paragraph about [[w:Pentagram_map#Pentagons_and_hexagons|pentagons and hexagons]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as in Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]] <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons. Its [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes on the larger space of twisted polygons (see example in Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M=\mathrm{Id}</math>, this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates are found in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>.{{sfn|Glick|2020}} This operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasi-periodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]].{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== The moduli space can be described by different [[w:Coordinate_system|coordinate systems]]. The following ones are practical to explicit the dynamic, as presented in the next section. === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as in Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math> periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of variety]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over a [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest example of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] on a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \\ \{x_i,x_j\} &= \{y_i,y_j\} = \{x_i,y_j\} = 0 \end{align}</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]] <math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] induces a [[w:quasiperiodic motion|quasiperiodic motion]] on the corresponding torus.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for all functions <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} They form a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant tori (or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic Jacobians on which the iterates of the pentagram map alternate. But on each of them, the second iterate is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The continuous limit of a convex polygon is a parametrized convex curve in the plane. When the time parameter is suitably chosen, the [[w:Discretization|continuous limit]] of the pentagram map is the classical [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This equation is a classical example of an [[w:integrable|integrable]] [[w:partial differential equation|partial differential equation]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of a well known invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}}{{Sfn|Glick|Pylyavskyy|2016}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebra]]. This provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}} These methods allow to retrieve the Poisson-bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Singularity theory === The pentagram map exhibit a property called singularity confinement, which is typical from [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of twisted polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math>, under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th ''short diagonal hyperplane'' <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive hyperplanes uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),~J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define the <math>k</math>-th hyperplane <math>H_k^I</math> to be passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering<math>d=2,~I=(2),~J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are again integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. They are [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>md \times m</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> by multiplication on the left of <math>X_v</math>. This defines an action on the Grassmannian, even though it is not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmannians. 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PEP.jpg}} {{Education}}{{Course}} == Initial activity == # First, make a list of what you understand by 'being multilingual'. Take notes to organise your ideas. [https://www.youtube.com/watch?v=sw-O5UFeQW0 C'est quoi, être plurilingue ?] # The following video introduces us to intercultural competence in the workplace. After watching it, think about how this idea could be applied in an educational context: [https://www.youtube.com/watch?v=e2UwknUZCbM Les compétences interculturelles]   == Objectives == By the end of this section, you should be able to: * define what is meant by multilingual and intercultural competence; * understand that multilingual competence involves an intercultural dimension; * make the connection between intercultural and transcultural. == Keywords == multilingual competence; transcultural competence; intercultural competence; communication competence; multilingual turn; language repertoire == Prerequisites == * Understanding language and cultural concepts; * Knowing what is meant by communication skills; * Be aware that the languages around us contribute to our linguistic potential. == Table of contents == # Introduction # History # Design # Key points to remember # Self-assessment == Introduction == In response to the growing need for individuals and communities to interact across cultural boundaries and in diverse situations, the concepts of intercultural, transcultural and plurilingual competence have emerged from disciplines such as anthropology, sociology and education. These concepts are essential for understanding and managing cultural and linguistic diversity in an interconnected world. By promoting aspects such as empathy, flexibility, open-mindedness and tolerance, they enable learners to interact in diverse linguistic and cultural environments, thus contributing to the creation of inclusive multicultural communities. These concepts, which have various origins, highlight different aspects of social and linguistic interactions within multilingual societies: intercultural competence aims to promote understanding and communication between different cultural groups. Transcultural competence, on the other hand, emphasises the hybridity and fluidity of cultural identities. Plurilingual competence stresses the ability of individuals to fully exploit their linguistic and general repertoire in multilingual contexts. The following sections provide a more detailed description of these concepts and present them in the context of their development. == History of the concept(s) == === Intercultural and transcultural competence === Even before the emergence of the concept of intercultural education in the context of migration in Europe, concepts very similar to the Western idea of intercultural education were developed in non-Western countries. For example, in China and Japan, there are comparable concepts focused on minority groups, such as ''Dōwa'' education in Japan and the Chinese concept of ''Minzu'', which has been part of teacher training since 1949. ''Dōwa'' education in Japan, offered within the formal education system, aims to reduce prejudice and discrimination against Buraku and other disadvantaged groups. It is committed to reducing social inequalities and promoting legal and economic equality (Neary, 2022). In ''Minzu'' pedagogy (the term ''Minzu'' is often translated as ethnic group; China officially has 56 ''Minzu'' groups), similarities and (unstable) differences are taken into account when encountering others; its main objective is to contribute to economic and social development of all (Dervin & Jacobsson, 2022, pp. 49–50). Similarly, the South African philosophy ''Ubuntu'' emphasises the close link between individual self-determination and social responsibility, placing community, solidarity and mutual responsibility at the heart of harmonious coexistence. It views humanity as part of a network of reciprocal relationships, where the well-being of each individual is inseparable from that of others (Ajitoni, 2024, pp. 3–5). These approaches also reflect the diversity of local contexts. Furthermore, the term ''intercultural'' does not exist in all languages, and similar concepts may address issues such as culture, language, ethnicity or local constructs (Dervin, 2025). In the United States, Canada and Australia, the concept of intercultural competence was initially developed under the term ''multicultural education''. In the 1970s, the United States' emphasis on minority rights led to the introduction of school programmes promoting cultural diversity. Similar developments took place in Canada, where multicultural education was introduced in response to demands from cultural minorities. Unlike in Europe, where the term ''intercultural education'' developed in the 1980s, the term ''multicultural education'' remained dominant in English-speaking countries (Portera, 2008, p. 482; Tarozzi, 2012). The integration of immigrant children into various European societies has been at the centre of educational approaches based on a deficit hypothesis, which began in the 1970s. Early strategies included the creation of specialised educational programmes, such as Ausländerpädagogik (education for foreigners) in Germany and the establishment of reception facilities (introductory classes) in France. These approaches often involved specific interventions for foreign children that were disconnected from the official curriculum. They were subsequently criticised for their compensatory and assimilationist tendencies. The main objective was to learn the target language of the country as a means of accessing its culture, which was perceived as a static and closed system. The linguistic and cultural origins of the learners were not taken into account in this approach (Portera, 2008, pp. 482–484; Tarozzi, 2012, p. 398). From the 1980s onwards, attention shifted from deficits to cultural differences in intercultural pedagogy. Intercultural learning became a central objective, emphasising empathy, perspective-taking and dialogue (Hauenschild, 2012, pp. 152–153) . An important foundation of the intercultural approach was  understanding of the others (''Fremdverstehen'') (Bredella et al., 2000; Bredella & Christ, 2007). In multilingual interactions, people not only use language, they also open themselves up to the cultural perspectives associated with and characterising it.  The relationship between the familiar and the unfamiliar is fluid and dynamic. Ignoring this dynamic can reinforce stereotypes by perpetuating an overestimation of difference (Bredella et al., 2000; Bredella and Christ, 2007).  Intercultural competence can thus be seen as the ability to interact across cultural boundaries and in diverse situations. It implies not only cultural sensitivity, but also open-mindedness and the ability to recognise, understand and respect the cultural differences expressed by speakers through their thoughts, feelings and behaviour. It should be noted that this concept is interdisciplinary, drawing on elements of sociology and/or psychology. It has become essential in today's globalised world (Reimann, 2015, pp. 2–4). At the same time, the concept of transculturality has emerged as a broader concept, recognising that individuals are shaped by multiple cultural influences. It stresses the negotiation of identity and selective interaction with cultural elements (Reimann, 2017, pp. 14–15). Transcultural competence involves cultural crossover and blending, emphasising cultural hybridity as well as the exchange and mixing of cultures. The concept of transculturation, introduced by anthropologists such as Fernando Ortiz (1940) in the 1940s and developed more recently by philosophers such as Wolfgang Welsch (1999), aims to transcend rigid cultural boundaries in order to envisage a fluid and dynamic interaction between cultures. It can be said that cultures blend and intertwine in a process of continuous transformation. It is used more specifically in migration and educational contexts to promote intercultural interaction enriched by the recognition of this cultural complexity. This moves away from a fixed view of cultural identities, promoted by nation states, towards the development of a more cosmopolitan citizenship, nourished by the different cultures encountered (Welsch, 2025). It is also worth noting that in the 1990s, general pedagogy and foreign language teaching recognised the importance of intercultural learning for all students, not just those from immigrant backgrounds (Reimann, 2017, p. 16). === Plurilingual competence === The concepts of intercultural and plurilingual competence are closely linked. The Council of Europe's policy and educational documents on intercultural competence have played a key role in the development of the concept of plurilingual competence. The latter is a continuation of the bilingual competence highlighted by Grosjean (1993) and Lüdi & Py (1986, 2002), which considers a bilingual subject not as the sum of two monolinguals, but as an entity in its own right. Coste et al. (1997) first defined ''compétence plurilingue'' in their work “''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes : études préparatoires''.”, which was republished in 2009 in both English and French. In the foreword, Coste et al. present their definition of plurilingual competence and provide an English translation. Both versions are shown below:<blockquote>On désignera par compétence plurilingue et pluriculturelle, la compétence à communiquer langagièrement et à interagir culturellement possédée par un locuteur qui maîtrise, à des degrés divers, plusieurs langues et a, à des degrés divers, l’expérience de plusieurs cultures, tout en étant à même de gérer l’ensemble de ce capital langagier et culturel. L’option majeure est de considérer qu’il n’y a pas là superposition ou juxtaposition de compétences toujours distinctes, mais bien existence d’une compétence plurielle, complexe, voire composite et hétérogène, qui inclut des compétences singulières, voire partielles, mais qui est une en tant que répertoire disponible pour l’acteur social concerné. (Coste, Moore & Zarate, 1997, p. 12)</blockquote><blockquote>Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social actor has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the social actor may draw. (Coste, Moore and Zarate, 2009, p. v) </blockquote>Plurilingual competence thus refers to an individual's ability to communicate using several languages, while integrating the diverse cultural experiences associated with them. According to the ''Common European Framework of Reference for Languages'' (CEFR; Council of Europe, 2001), it is a complex and composite competence. Rather than being a mere juxtaposition of the linguistic competences related to each language involved, it is part of the comprehensive and dynamic management of the linguistic and non-linguistic repertoire offered by multilingualism. This includes having partial competence in several languages, forming a multilingual repertoire that speakers can draw on depending on the context. In short, plurilingual competence is more than just the sum of competences in L1, L2, L3, and so on. The Companion Volume (Council of Europe, 2020) further develops the concept of plurilingual competence. It provides descriptors and a more detailed, operational framework that emphasises flexibility and strategy. It also integrates knowledge from more recent educational approaches. Several other documents stress the importance of plurilingual and intercultural education, such as the ''Guide to action-oriented, plurilingual and intercultural education'' (CEFR Expert Group, 2023), in line with the ''Guide for the development and implementation of curricula for plurilingual and intercultural education'' (Byram et al., 2016). This holistic concept is considered a key skill for meeting the challenges of a globalised and increasingly mobile society. It applies to all areas of education, values all languages equally and aims to facilitate constructive dialogue between individuals and groups in diverse cultural and social contexts. This education is considered fundamental to building an inclusive and equitable society that respects and values linguistic and cultural diversity,while encouraging critical thinking and active social participation (Recommendation CM/Rec(2022)1; CEFR Expert Group, 2023). This paradigm shift is the basis of what is known as "multilingual turn" (Macaire, 2025, May, 2013; Melo-Pfeifer, 2018), referring to the shift from a conception of an individual's language competences as being separate to a single, dynamic repertoire comprising all linguistic and other semiotic resources (e.g., gestures, intonation, proxemics, graphics, videos, images) of an individual. This plural repertoire is evolving and unbalanced, meaning that competences in each language may vary, but they interact in an interdependent system that allows users to switch between languages or combine language resources to interact across cultural boundaries and in diverse situations. This concept emphasises plurilingual competence, which goes beyond the simple coexistence of several languages at the social level (multilingualism) to encompass the individual's ability to use and combine several languages according to communication needs. This competence, which can be seen as heterogeneous in the sense that it is unique to each individual with varying degrees of linguistic proficiency, is part of an evolving dynamic that changes with each person's linguistic encounters. Thus, the plurilingual speaker’s social journey prompts them to draw on their linguistic repertoire and the competences associated with the various codes at their disposal, making this plural competence a distinct and valuable resource for learning. == Take-home messages == * '''Intercultural education is not exclusively Western:''' similar concepts exist in non-Western cultures, such as Minzu in China, Dōwa in Japan, and Ubuntu in East Africa, highlighting a diversity of educational traditions that are sensitive to cultural plurality. * '''From assimilation to recognition of differences:''' since the 1970s, European educational approaches have evolved from a perspective focused primarily on adaptation to the language and culture of the host country to one that emphasises appreciation of cultural differences and intercultural learning. * '''Plurilingual competence:''' plurilingual competence is not simply the sum of competences in L1, L2, L3, etc., but rather a unique competence within an individual's linguistic and semiotic repertoire. * '''The concept of "transcultural" values cultural hybridity:''' Here, fixed boundaries are transcended and fluid interaction between cultures is promoted, which is essential in migratory and educational contexts. == Self-assessment == === '''Multiple choice questions''' === ==Reflection== Reread the section on intercultural competence in the Wikiversity article. Then watch the [https://www.youtube.com/watch?v=QUQcA-FKWqg following video until 0:55]. Take notes: what are the key aspects of intercultural competence? ==Multiple Choice== <quiz display=simple> {Plurilingual and intercultural competence is a: } -A. static competence +B. dynamic competence -C. it depends {Being plurilingual mean being equally proficient in all the languages you know.} -A. true +B. false {What does ''plurilingual competence'' mainly refer to?} -A. The ability to speak several languages fluently separately. +B. The ability to integrate and use multiple languages dynamically within a single repertoire. -C. The coexistence of several languages within a society. -D. The study of linguistic structures in different languages. {What is the main objective of ''transcultural competence''?} -A. Preserving distinct cultural identities. +B. Taking into account and promoting cultural hybridity and the blending of cultures. -C. Learning about the history of different cultures. -D. Avoiding any interaction with other cultures in order to preserve cultural purity. </quiz> === '''Reflective tasks to share''' === * Think of examples from your own life or environment where plurilingual and intercultural competencies have played a role. * Consider how schools and universities can promote plurilingual and intercultural competencies. What measures could be implemented? == Resources to go further == * Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. <nowiki>https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education</nowiki> * Byram, M. (2021). ''Teaching and assessing intercultural communicative competence : Revisited''. Multilingual Matters. https://doi.org/10.21832/9781800410251 * Castellotti V. (sous presse, 2025). La compétence plurilingue : entre communication hybride et expérience altéritaire. In S. Dietrich-Grappin et al. (Eds.), ''Vers la compétence plurilingue : Le translangage dans l'enseignement des langues tertiaires.'' Peter Lang. * Castellotti, V., & Moore, D. (2014/2011). La compétence plurilingue et pluriculturelle. Genèses et évolutions d’une notion-concept. In P. Blanchet & P. Chardenet (Eds.), ''Guide pour la recherche en didactique des langues et des cultures. Approches contextualisées'' (pp. 291-301). Editions des Archives contemporaines/AUF. * Conseil de l’Europe (CELV). (2025). ''Éducation plurilingue et interculturelle.'' https://www.ecml.at/fr/Thematic-areas/Plurilingual-and-intercultural-education * Conseil de l'Europe (CELV). (2025). ''Guide des'' compétences ''enseignantes pour les langues dans l’éducation''. https://www.ecml.at/ECML-Programme/Programme2016-2019/TowardsaCommonEuropeanFrameworkofReferenceforLanguageTeachers/tabid/1850/language/fr-FR/Default.aspx * Moore, D''.,'' & Castellotti, V. (2008) (éds.). ''La compétence plurilingue. Regards francophones.'' Peter Lang. * Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. == Bibliography == Ajitoni, B. D. (2024). Ubuntu and the philosophy of community in African thought : An exploration of collective identity and social harmony. ''Journal of African Studies and Sustainable Development, 7''(3). https://acjol.org/index.php/jassd/article/view/5672 Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education Bredella, L., & Christ, H. (2007). ''Fremdverstehen und interkulturelle Kompetenz''. Narr. Bredella, L., Meißner, F.-J., Nünning, V., & Rösler, D. (Eds.). (2000). ''Wie ist Fremdverstehen lehr- und lernbar? : Vorträge aus dem Graduiertenkolleg « Didaktik des Fremdverstehens »''. Narr. Byram, M. (1997). ''Teaching and assessing intercultural communicative competence''. Multilingual Matters. Byram, M., Nichols, A., & Stevens, D. (2001). Introduction. In M. Byram, A. Nichols, & D. Stevens (Eds.), ''Developing intercultural competence in practice. Languages for intercultural communication and education'' (pp. 1–20). Multilingual Matters. CEFR Expert Group (Ed.). (2023). ''A guide to action-oriented, plurilingual and intercultural education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Coste, D., Moore, D., & Zarate, G. (1997). ''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Études préparatoires''. Conseil de l’Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Plurilingual and pluricultural competence. Studies towards a Common European Framework of Reference for language learning and teaching. With a foreword and complementary bibliography''. Language Policy Division. https://rm.coe.int/168069d29b Council of Europe. (2020). ''Common European framework of reference for languages: Learning, teaching, assessment. Companion volume''. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4 Dervin, F. (2025, in press). Intercultural education as a polylith. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. Dervin, F., & Jacobsson, A. (2022). ''Intercultural communication education : Broken realities and rebellious dreams''. Springer. https://doi.org/10.1007/978-981-19-1589-5 Grosjean, F. (1993). Le bilinguisme et le biculturalisme : Essai de définition. ''Travaux Neuchâtelois de Linguistique'', ''19'', 13–42). https://libra.unine.ch/handle/20.500.14713/57912 Lüdi, G., & Py, B. (1986). ''Être bilingue''. Peter Lang. Ed. revue et complétée en 2002. Macaire, D. (2025, sous presse). Tournant  plurilingue. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. May, S. (2013). ''The multilingual turn : Implications for SLA, TESOL, and bilingual education.'' Routledge. Melo-Pfeifer, S. (2018). The multilingual turn in foreign language education. Facts and fallacies. In A. Bonnet & P. Siemund (Eds.), ''Foreign language education in multilingual classrooms'' (pp. 191–210). John Benjamins. https://doi.org/10.1075/hsld.7 Neary, I. (2022). ''Dōwa policy and Japanese politics''. Routledge. Portera, A. (2008). L'éducation interculturelle en Europe : aspects épistémologiques et sémantiques. ''Éducation interculturelle'', ''19''(6), 481–491. https://doi.org/10.1080/14675980802568277 Reimann, D. (2015). ''Inter- und transkulturelle kommunikative Kompetenz''. https://www.uni-due.de/imperia/md/content/prodaz/reimann_intertranskulturelle_kompetenz.pdf Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. https://elibrary.narr.digital/book/99.125005/9783823391135 Tarozzi, M. (2012). Intercultural or multicultural education in Europe and the United States. In B. Della Chiesa, J. Scott, & C. Hinton (Eds.), ''Languages in a global world : Learning for better cultural understanding'' (pp. 393–406). OECD. https://www.oecd.org/education/ceri/languagesinaglobalworldlearningforbetterculturalunderstanding.htm Welsch, W. (1999). The puzzling form of cultures today. In M. Featherstone & S. Lash (Eds.), ''Spaces of culture : City, nation, world'' (pp. 195–213). Sage Publications. https://doi.org/10.4135/9781446218723.n11 Welsch, W. (2025, in press). Transculturality. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : Anastasia Gkaintartzi (University of Thessaly) & Paulina Wagner (Universität Wien) ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Thierry Gaillat (Université de La Réunion) * Margareta Strasser (Paris Lodron Universität Salzburg) [[Portal: Plurilingual education]] cu1sp8unlu7v6k24gzgmhy81j9js11c 2817415 2817413 2026-06-30T14:35:21Z ~2026-37432-69 3097899 2817415 wikitext text/x-wiki {{Portal|Plurilingual education|Logo PEP.jpg}} {{Education}}{{Course}} == Initial activity == # First, make a list of what you understand by 'being multilingual'. Take notes to organise your ideas. [https://www.youtube.com/watch?v=sw-O5UFeQW0 C'est quoi, être plurilingue ?] # The following video introduces us to intercultural competence in the workplace. After watching it, think about how this idea could be applied in an educational context: [https://www.youtube.com/watch?v=e2UwknUZCbM Les compétences interculturelles]   == Objectives == By the end of this section, you should be able to: * define what is meant by multilingual and intercultural competence; * understand that multilingual competence involves an intercultural dimension; * make the connection between intercultural and transcultural. == Keywords == plurilingual competence; transcultural competence; intercultural competence; communication competence; multilingual turn; language repertoire == Prerequisites == * Understanding language and cultural concepts; * Knowing what is meant by communication skills; * Be aware that the languages around us contribute to our linguistic potential. == Table of contents == # Introduction # History # Design # Key points to remember # Self-assessment == Introduction == In response to the growing need for individuals and communities to interact across cultural boundaries and in diverse situations, the concepts of intercultural, transcultural and plurilingual competence have emerged from disciplines such as anthropology, sociology and education. These concepts are essential for understanding and managing cultural and linguistic diversity in an interconnected world. By promoting aspects such as empathy, flexibility, open-mindedness and tolerance, they enable learners to interact in diverse linguistic and cultural environments, thus contributing to the creation of inclusive multicultural communities. These concepts, which have various origins, highlight different aspects of social and linguistic interactions within multilingual societies: intercultural competence aims to promote understanding and communication between different cultural groups. Transcultural competence, on the other hand, emphasises the hybridity and fluidity of cultural identities. Plurilingual competence stresses the ability of individuals to fully exploit their linguistic and general repertoire in multilingual contexts. The following sections provide a more detailed description of these concepts and present them in the context of their development. == History of the concept(s) == === Intercultural and transcultural competence === Even before the emergence of the concept of intercultural education in the context of migration in Europe, concepts very similar to the Western idea of intercultural education were developed in non-Western countries. For example, in China and Japan, there are comparable concepts focused on minority groups, such as ''Dōwa'' education in Japan and the Chinese concept of ''Minzu'', which has been part of teacher training since 1949. ''Dōwa'' education in Japan, offered within the formal education system, aims to reduce prejudice and discrimination against Buraku and other disadvantaged groups. It is committed to reducing social inequalities and promoting legal and economic equality (Neary, 2022). In ''Minzu'' pedagogy (the term ''Minzu'' is often translated as ethnic group; China officially has 56 ''Minzu'' groups), similarities and (unstable) differences are taken into account when encountering others; its main objective is to contribute to economic and social development of all (Dervin & Jacobsson, 2022, pp. 49–50). Similarly, the South African philosophy ''Ubuntu'' emphasises the close link between individual self-determination and social responsibility, placing community, solidarity and mutual responsibility at the heart of harmonious coexistence. It views humanity as part of a network of reciprocal relationships, where the well-being of each individual is inseparable from that of others (Ajitoni, 2024, pp. 3–5). These approaches also reflect the diversity of local contexts. Furthermore, the term ''intercultural'' does not exist in all languages, and similar concepts may address issues such as culture, language, ethnicity or local constructs (Dervin, 2025). In the United States, Canada and Australia, the concept of intercultural competence was initially developed under the term ''multicultural education''. In the 1970s, the United States' emphasis on minority rights led to the introduction of school programmes promoting cultural diversity. Similar developments took place in Canada, where multicultural education was introduced in response to demands from cultural minorities. Unlike in Europe, where the term ''intercultural education'' developed in the 1980s, the term ''multicultural education'' remained dominant in English-speaking countries (Portera, 2008, p. 482; Tarozzi, 2012). The integration of immigrant children into various European societies has been at the centre of educational approaches based on a deficit hypothesis, which began in the 1970s. Early strategies included the creation of specialised educational programmes, such as Ausländerpädagogik (education for foreigners) in Germany and the establishment of reception facilities (introductory classes) in France. These approaches often involved specific interventions for foreign children that were disconnected from the official curriculum. They were subsequently criticised for their compensatory and assimilationist tendencies. The main objective was to learn the target language of the country as a means of accessing its culture, which was perceived as a static and closed system. The linguistic and cultural origins of the learners were not taken into account in this approach (Portera, 2008, pp. 482–484; Tarozzi, 2012, p. 398). From the 1980s onwards, attention shifted from deficits to cultural differences in intercultural pedagogy. Intercultural learning became a central objective, emphasising empathy, perspective-taking and dialogue (Hauenschild, 2012, pp. 152–153) . An important foundation of the intercultural approach was  understanding of the others (''Fremdverstehen'') (Bredella et al., 2000; Bredella & Christ, 2007). In multilingual interactions, people not only use language, they also open themselves up to the cultural perspectives associated with and characterising it.  The relationship between the familiar and the unfamiliar is fluid and dynamic. Ignoring this dynamic can reinforce stereotypes by perpetuating an overestimation of difference (Bredella et al., 2000; Bredella and Christ, 2007).  Intercultural competence can thus be seen as the ability to interact across cultural boundaries and in diverse situations. It implies not only cultural sensitivity, but also open-mindedness and the ability to recognise, understand and respect the cultural differences expressed by speakers through their thoughts, feelings and behaviour. It should be noted that this concept is interdisciplinary, drawing on elements of sociology and/or psychology. It has become essential in today's globalised world (Reimann, 2015, pp. 2–4). At the same time, the concept of transculturality has emerged as a broader concept, recognising that individuals are shaped by multiple cultural influences. It stresses the negotiation of identity and selective interaction with cultural elements (Reimann, 2017, pp. 14–15). Transcultural competence involves cultural crossover and blending, emphasising cultural hybridity as well as the exchange and mixing of cultures. The concept of transculturation, introduced by anthropologists such as Fernando Ortiz (1940) in the 1940s and developed more recently by philosophers such as Wolfgang Welsch (1999), aims to transcend rigid cultural boundaries in order to envisage a fluid and dynamic interaction between cultures. It can be said that cultures blend and intertwine in a process of continuous transformation. It is used more specifically in migration and educational contexts to promote intercultural interaction enriched by the recognition of this cultural complexity. This moves away from a fixed view of cultural identities, promoted by nation states, towards the development of a more cosmopolitan citizenship, nourished by the different cultures encountered (Welsch, 2025). It is also worth noting that in the 1990s, general pedagogy and foreign language teaching recognised the importance of intercultural learning for all students, not just those from immigrant backgrounds (Reimann, 2017, p. 16). === Plurilingual competence === The concepts of intercultural and plurilingual competence are closely linked. The Council of Europe's policy and educational documents on intercultural competence have played a key role in the development of the concept of plurilingual competence. The latter is a continuation of the bilingual competence highlighted by Grosjean (1993) and Lüdi & Py (1986, 2002), which considers a bilingual subject not as the sum of two monolinguals, but as an entity in its own right. Coste et al. (1997) first defined ''compétence plurilingue'' in their work “''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes : études préparatoires''.”, which was republished in 2009 in both English and French. In the foreword, Coste et al. present their definition of plurilingual competence and provide an English translation. Both versions are shown below:<blockquote>On désignera par compétence plurilingue et pluriculturelle, la compétence à communiquer langagièrement et à interagir culturellement possédée par un locuteur qui maîtrise, à des degrés divers, plusieurs langues et a, à des degrés divers, l’expérience de plusieurs cultures, tout en étant à même de gérer l’ensemble de ce capital langagier et culturel. L’option majeure est de considérer qu’il n’y a pas là superposition ou juxtaposition de compétences toujours distinctes, mais bien existence d’une compétence plurielle, complexe, voire composite et hétérogène, qui inclut des compétences singulières, voire partielles, mais qui est une en tant que répertoire disponible pour l’acteur social concerné. (Coste, Moore & Zarate, 1997, p. 12)</blockquote><blockquote>Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social actor has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the social actor may draw. (Coste, Moore and Zarate, 2009, p. v) </blockquote>Plurilingual competence thus refers to an individual's ability to communicate using several languages, while integrating the diverse cultural experiences associated with them. According to the ''Common European Framework of Reference for Languages'' (CEFR; Council of Europe, 2001), it is a complex and composite competence. Rather than being a mere juxtaposition of the linguistic competences related to each language involved, it is part of the comprehensive and dynamic management of the linguistic and non-linguistic repertoire offered by multilingualism. This includes having partial competence in several languages, forming a multilingual repertoire that speakers can draw on depending on the context. In short, plurilingual competence is more than just the sum of competences in L1, L2, L3, and so on. The Companion Volume (Council of Europe, 2020) further develops the concept of plurilingual competence. It provides descriptors and a more detailed, operational framework that emphasises flexibility and strategy. It also integrates knowledge from more recent educational approaches. Several other documents stress the importance of plurilingual and intercultural education, such as the ''Guide to action-oriented, plurilingual and intercultural education'' (CEFR Expert Group, 2023), in line with the ''Guide for the development and implementation of curricula for plurilingual and intercultural education'' (Byram et al., 2016). This holistic concept is considered a key skill for meeting the challenges of a globalised and increasingly mobile society. It applies to all areas of education, values all languages equally and aims to facilitate constructive dialogue between individuals and groups in diverse cultural and social contexts. This education is considered fundamental to building an inclusive and equitable society that respects and values linguistic and cultural diversity,while encouraging critical thinking and active social participation (Recommendation CM/Rec(2022)1; CEFR Expert Group, 2023). This paradigm shift is the basis of what is known as "multilingual turn" (Macaire, 2025, May, 2013; Melo-Pfeifer, 2018), referring to the shift from a conception of an individual's language competences as being separate to a single, dynamic repertoire comprising all linguistic and other semiotic resources (e.g., gestures, intonation, proxemics, graphics, videos, images) of an individual. This plural repertoire is evolving and unbalanced, meaning that competences in each language may vary, but they interact in an interdependent system that allows users to switch between languages or combine language resources to interact across cultural boundaries and in diverse situations. This concept emphasises plurilingual competence, which goes beyond the simple coexistence of several languages at the social level (multilingualism) to encompass the individual's ability to use and combine several languages according to communication needs. This competence, which can be seen as heterogeneous in the sense that it is unique to each individual with varying degrees of linguistic proficiency, is part of an evolving dynamic that changes with each person's linguistic encounters. Thus, the plurilingual speaker’s social journey prompts them to draw on their linguistic repertoire and the competences associated with the various codes at their disposal, making this plural competence a distinct and valuable resource for learning. == Take-home messages == * '''Intercultural education is not exclusively Western:''' similar concepts exist in non-Western cultures, such as Minzu in China, Dōwa in Japan, and Ubuntu in East Africa, highlighting a diversity of educational traditions that are sensitive to cultural plurality. * '''From assimilation to recognition of differences:''' since the 1970s, European educational approaches have evolved from a perspective focused primarily on adaptation to the language and culture of the host country to one that emphasises appreciation of cultural differences and intercultural learning. * '''Plurilingual competence:''' plurilingual competence is not simply the sum of competences in L1, L2, L3, etc., but rather a unique competence within an individual's linguistic and semiotic repertoire. * '''The concept of "transcultural" values cultural hybridity:''' Here, fixed boundaries are transcended and fluid interaction between cultures is promoted, which is essential in migratory and educational contexts. == Self-assessment == === '''Multiple choice questions''' === ==Reflection== Reread the section on intercultural competence in the Wikiversity article. Then watch the [https://www.youtube.com/watch?v=QUQcA-FKWqg following video until 0:55]. Take notes: what are the key aspects of intercultural competence? ==Multiple Choice== <quiz display=simple> {Plurilingual and intercultural competence is a: } -A. static competence +B. dynamic competence -C. it depends {Being plurilingual mean being equally proficient in all the languages you know.} -A. true +B. false {What does ''plurilingual competence'' mainly refer to?} -A. The ability to speak several languages fluently separately. +B. The ability to integrate and use multiple languages dynamically within a single repertoire. -C. The coexistence of several languages within a society. -D. The study of linguistic structures in different languages. {What is the main objective of ''transcultural competence''?} -A. Preserving distinct cultural identities. +B. Taking into account and promoting cultural hybridity and the blending of cultures. -C. Learning about the history of different cultures. -D. Avoiding any interaction with other cultures in order to preserve cultural purity. </quiz> === '''Reflective tasks to share''' === * Think of examples from your own life or environment where plurilingual and intercultural competencies have played a role. * Consider how schools and universities can promote plurilingual and intercultural competencies. What measures could be implemented? == Resources to go further == * Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. <nowiki>https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education</nowiki> * Byram, M. (2021). ''Teaching and assessing intercultural communicative competence : Revisited''. Multilingual Matters. https://doi.org/10.21832/9781800410251 * Castellotti V. (sous presse, 2025). La compétence plurilingue : entre communication hybride et expérience altéritaire. In S. Dietrich-Grappin et al. (Eds.), ''Vers la compétence plurilingue : Le translangage dans l'enseignement des langues tertiaires.'' Peter Lang. * Castellotti, V., & Moore, D. (2014/2011). La compétence plurilingue et pluriculturelle. Genèses et évolutions d’une notion-concept. In P. Blanchet & P. Chardenet (Eds.), ''Guide pour la recherche en didactique des langues et des cultures. Approches contextualisées'' (pp. 291-301). Editions des Archives contemporaines/AUF. * Conseil de l’Europe (CELV). (2025). ''Éducation plurilingue et interculturelle.'' https://www.ecml.at/fr/Thematic-areas/Plurilingual-and-intercultural-education * Conseil de l'Europe (CELV). (2025). ''Guide des'' compétences ''enseignantes pour les langues dans l’éducation''. https://www.ecml.at/ECML-Programme/Programme2016-2019/TowardsaCommonEuropeanFrameworkofReferenceforLanguageTeachers/tabid/1850/language/fr-FR/Default.aspx * Moore, D''.,'' & Castellotti, V. (2008) (éds.). ''La compétence plurilingue. Regards francophones.'' Peter Lang. * Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. == Bibliography == Ajitoni, B. D. (2024). Ubuntu and the philosophy of community in African thought : An exploration of collective identity and social harmony. ''Journal of African Studies and Sustainable Development, 7''(3). https://acjol.org/index.php/jassd/article/view/5672 Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education Bredella, L., & Christ, H. (2007). ''Fremdverstehen und interkulturelle Kompetenz''. Narr. Bredella, L., Meißner, F.-J., Nünning, V., & Rösler, D. (Eds.). (2000). ''Wie ist Fremdverstehen lehr- und lernbar? : Vorträge aus dem Graduiertenkolleg « Didaktik des Fremdverstehens »''. Narr. Byram, M. (1997). ''Teaching and assessing intercultural communicative competence''. Multilingual Matters. Byram, M., Nichols, A., & Stevens, D. (2001). Introduction. In M. Byram, A. Nichols, & D. Stevens (Eds.), ''Developing intercultural competence in practice. Languages for intercultural communication and education'' (pp. 1–20). Multilingual Matters. CEFR Expert Group (Ed.). (2023). ''A guide to action-oriented, plurilingual and intercultural education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Coste, D., Moore, D., & Zarate, G. (1997). ''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Études préparatoires''. Conseil de l’Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Plurilingual and pluricultural competence. Studies towards a Common European Framework of Reference for language learning and teaching. With a foreword and complementary bibliography''. Language Policy Division. https://rm.coe.int/168069d29b Council of Europe. (2020). ''Common European framework of reference for languages: Learning, teaching, assessment. Companion volume''. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4 Dervin, F. (2025, in press). Intercultural education as a polylith. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. Dervin, F., & Jacobsson, A. (2022). ''Intercultural communication education : Broken realities and rebellious dreams''. Springer. https://doi.org/10.1007/978-981-19-1589-5 Grosjean, F. (1993). Le bilinguisme et le biculturalisme : Essai de définition. ''Travaux Neuchâtelois de Linguistique'', ''19'', 13–42). https://libra.unine.ch/handle/20.500.14713/57912 Lüdi, G., & Py, B. (1986). ''Être bilingue''. Peter Lang. Ed. revue et complétée en 2002. Macaire, D. (2025, sous presse). Tournant  plurilingue. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. May, S. (2013). ''The multilingual turn : Implications for SLA, TESOL, and bilingual education.'' Routledge. Melo-Pfeifer, S. (2018). The multilingual turn in foreign language education. Facts and fallacies. In A. Bonnet & P. Siemund (Eds.), ''Foreign language education in multilingual classrooms'' (pp. 191–210). John Benjamins. https://doi.org/10.1075/hsld.7 Neary, I. (2022). ''Dōwa policy and Japanese politics''. Routledge. Portera, A. (2008). L'éducation interculturelle en Europe : aspects épistémologiques et sémantiques. ''Éducation interculturelle'', ''19''(6), 481–491. https://doi.org/10.1080/14675980802568277 Reimann, D. (2015). ''Inter- und transkulturelle kommunikative Kompetenz''. https://www.uni-due.de/imperia/md/content/prodaz/reimann_intertranskulturelle_kompetenz.pdf Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. https://elibrary.narr.digital/book/99.125005/9783823391135 Tarozzi, M. (2012). Intercultural or multicultural education in Europe and the United States. In B. Della Chiesa, J. Scott, & C. Hinton (Eds.), ''Languages in a global world : Learning for better cultural understanding'' (pp. 393–406). OECD. https://www.oecd.org/education/ceri/languagesinaglobalworldlearningforbetterculturalunderstanding.htm Welsch, W. (1999). The puzzling form of cultures today. In M. Featherstone & S. Lash (Eds.), ''Spaces of culture : City, nation, world'' (pp. 195–213). Sage Publications. https://doi.org/10.4135/9781446218723.n11 Welsch, W. (2025, in press). Transculturality. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : Anastasia Gkaintartzi (University of Thessaly) & Paulina Wagner (Universität Wien) ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Thierry Gaillat (Université de La Réunion) * Margareta Strasser (Paris Lodron Universität Salzburg) [[Portal: Plurilingual education]] nx786ln1gien2qb54gpv0b9pywby3ga 2817417 2817415 2026-06-30T14:58:08Z ~2026-37432-69 3097899 2817417 wikitext text/x-wiki {{Portal|Plurilingual education|Logo PEP.jpg}} {{Education}}{{Course}} == Initial activity == # First, make a list of what you understand by 'being multilingual'. Take notes to organise your ideas. [https://www.youtube.com/watch?v=sw-O5UFeQW0 C'est quoi, être plurilingue ?] # The following video introduces us to intercultural competence in the workplace. After watching it, think about how this idea could be applied in an educational context: [https://www.youtube.com/watch?v=e2UwknUZCbM Les compétences interculturelles]   == Objectives == By the end of this section, you should be able to: * define what is meant by multilingual and intercultural competence; * understand that multilingual competence involves an intercultural dimension; * make the connection between intercultural and transcultural. == Keywords == plurilingual competence; transcultural competence; intercultural competence; communication competence; multilingual turn; language repertoire == Prerequisites == * Understanding language and cultural concepts; * Knowing what is meant by communication skills; * Be aware that the languages around us contribute to our linguistic potential. == Table of contents == # Introduction # History # Design # Key points to remember # Self-assessment == Introduction == In response to the growing need for individuals and communities to interact across cultural boundaries and in diverse situations, the concepts of intercultural, transcultural and plurilingual competence have emerged from disciplines such as anthropology, sociology and education. These concepts are essential for understanding and managing cultural and linguistic diversity in an interconnected world. By promoting aspects such as empathy, flexibility, open-mindedness and tolerance, they enable learners to interact in diverse linguistic and cultural environments, thus contributing to the creation of inclusive multicultural communities. These concepts, which have various origins, highlight different aspects of social and linguistic interactions within multilingual societies: intercultural competence aims to promote understanding and communication between different cultural groups. Transcultural competence, on the other hand, emphasises the hybridity and fluidity of cultural identities. Plurilingual competence stresses the ability of individuals to fully exploit their linguistic and general repertoire in multilingual contexts. The following sections provide a more detailed description of these concepts and present them in the context of their development. == History of the concept(s) == === Intercultural and transcultural competence === Even before the emergence of the concept of intercultural education in the context of migration in Europe, concepts very similar to the Western idea of intercultural education were developed in non-Western countries. For example, in China and Japan, there are comparable concepts focused on minority groups, such as ''Dōwa'' education in Japan and the Chinese concept of ''Minzu'', which has been part of teacher training since 1949. ''Dōwa'' education in Japan, offered within the formal education system, aims to reduce prejudice and discrimination against Buraku and other disadvantaged groups. It is committed to reducing social inequalities and promoting legal and economic equality (Neary, 2022). In ''Minzu'' pedagogy (the term ''Minzu'' is often translated as ethnic group; China officially has 56 ''Minzu'' groups), similarities and (unstable) differences are taken into account when encountering others; its main objective is to contribute to economic and social development of all (Dervin & Jacobsson, 2022, pp. 49–50). Similarly, the South African philosophy ''Ubuntu'' emphasises the close link between individual self-determination and social responsibility, placing community, solidarity and mutual responsibility at the heart of harmonious coexistence. It views humanity as part of a network of reciprocal relationships, where the well-being of each individual is inseparable from that of others (Ajitoni, 2024, pp. 3–5). These approaches also reflect the diversity of local contexts. Furthermore, the term ''intercultural'' does not exist in all languages, and similar concepts may address issues such as culture, language, ethnicity or local constructs (Dervin, 2025). In the United States, Canada and Australia, the concept of intercultural competence was initially developed under the term ''multicultural education''. In the 1970s, the United States' emphasis on minority rights led to the introduction of school programmes promoting cultural diversity. Similar developments took place in Canada, where multicultural education was introduced in response to demands from cultural minorities. Unlike in Europe, where the term ''intercultural education'' developed in the 1980s, the term ''multicultural education'' remained dominant in English-speaking countries (Portera, 2008, p. 482; Tarozzi, 2012). The integration of immigrant children into various European societies has been at the centre of educational approaches based on a deficit hypothesis, which began in the 1970s. Early strategies included the creation of specialised educational programmes, such as Ausländerpädagogik (education for foreigners) in Germany and the establishment of reception facilities (introductory classes) in France. These approaches often involved specific interventions for foreign children that were disconnected from the official curriculum. They were subsequently criticised for their compensatory and assimilationist tendencies. The main objective was to learn the target language of the country as a means of accessing its culture, which was perceived as a static and closed system. The linguistic and cultural origins of the learners were not taken into account in this approach (Portera, 2008, pp. 482–484; Tarozzi, 2012, p. 398). From the 1980s onwards, attention shifted from deficits to cultural differences in intercultural pedagogy. Intercultural learning became a central objective, emphasising empathy, perspective-taking and dialogue (Hauenschild, 2012, pp. 152–153). An important foundation of the intercultural approach was understanding of the others (''Fremdverstehen'') (Bredella et al., 2000; Bredella & Christ, 2007). In multilingual interactions, people not only use language, they also open themselves up to the cultural perspectives associated with and characterising it. The relationship between the familiar and the unfamiliar is fluid and dynamic. Ignoring this dynamic can reinforce stereotypes by perpetuating an overestimation of difference (Bredella et al., 2000; Bredella and Christ, 2007).  Intercultural competence can thus be seen as the ability to interact across cultural boundaries and in diverse situations. It implies not only cultural sensitivity, but also open-mindedness and the ability to recognise, understand and respect the cultural differences expressed by speakers through their thoughts, feelings and behaviour. It should be noted that this concept is interdisciplinary, drawing on elements of sociology and/or psychology. It has become essential in today's globalised world (Reimann, 2015, pp. 2–4). At the same time, the concept of transculturality has emerged as a broader concept, recognising that individuals are shaped by multiple cultural influences. It stresses the negotiation of identity and selective interaction with cultural elements (Reimann, 2017, pp. 14–15). Transcultural competence involves cultural crossover and blending, emphasising cultural hybridity as well as the exchange and mixing of cultures. The concept of transculturation, introduced by anthropologists such as Fernando Ortiz (1940) in the 1940s and developed more recently by philosophers such as Wolfgang Welsch (1999), aims to transcend rigid cultural boundaries in order to envisage a fluid and dynamic interaction between cultures. It can be said that cultures blend and intertwine in a process of continuous transformation. It is used more specifically in migration and educational contexts to promote intercultural interaction enriched by the recognition of this cultural complexity. This moves away from a fixed view of cultural identities, promoted by nation states, towards the development of a more cosmopolitan citizenship, nourished by the different cultures encountered (Welsch, 2025). It is also worth noting that in the 1990s, general pedagogy and foreign language teaching recognised the importance of intercultural learning for all students, not just those from immigrant backgrounds (Reimann, 2017, p. 16). === Plurilingual competence === The concepts of intercultural and plurilingual competence are closely linked. The Council of Europe's policy and educational documents on intercultural competence have played a key role in the development of the concept of plurilingual competence. The latter is a continuation of the bilingual competence highlighted by Grosjean (1993) and Lüdi & Py (1986, 2002), which considers a bilingual subject not as the sum of two monolinguals, but as an entity in its own right. Coste et al. (1997) first defined ''compétence plurilingue'' in their work “''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes : études préparatoires''.”, which was republished in 2009 in both English and French. In the foreword, Coste et al. present their definition of plurilingual competence and provide an English translation. Both versions are shown below:<blockquote>On désignera par compétence plurilingue et pluriculturelle, la compétence à communiquer langagièrement et à interagir culturellement possédée par un locuteur qui maîtrise, à des degrés divers, plusieurs langues et a, à des degrés divers, l’expérience de plusieurs cultures, tout en étant à même de gérer l’ensemble de ce capital langagier et culturel. L’option majeure est de considérer qu’il n’y a pas là superposition ou juxtaposition de compétences toujours distinctes, mais bien existence d’une compétence plurielle, complexe, voire composite et hétérogène, qui inclut des compétences singulières, voire partielles, mais qui est une en tant que répertoire disponible pour l’acteur social concerné. (Coste, Moore & Zarate, 1997, p. 12)</blockquote><blockquote>Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social actor has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the social actor may draw. (Coste, Moore and Zarate, 2009, p. v) </blockquote>Plurilingual competence thus refers to an individual's ability to communicate using several languages, while integrating the diverse cultural experiences associated with them. According to the ''Common European Framework of Reference for Languages'' (CEFR; Council of Europe, 2001), it is a complex and composite competence. Rather than being a mere juxtaposition of the linguistic competences related to each language involved, it is part of the comprehensive and dynamic management of the linguistic and non-linguistic repertoire offered by multilingualism. This includes having partial competence in several languages, forming a multilingual repertoire that speakers can draw on depending on the context. In short, plurilingual competence is more than just the sum of competences in L1, L2, L3, and so on. The Companion Volume (Council of Europe, 2020) further develops the concept of plurilingual competence. It provides descriptors and a more detailed, operational framework that emphasises flexibility and strategy. It also integrates knowledge from more recent educational approaches. Several other documents stress the importance of plurilingual and intercultural education, such as the ''Guide to action-oriented, plurilingual and intercultural education'' (CEFR Expert Group, 2023), in line with the ''Guide for the development and implementation of curricula for plurilingual and intercultural education'' (Byram et al., 2016). This holistic concept is considered a key skill for meeting the challenges of a globalised and increasingly mobile society. It applies to all areas of education, values all languages equally and aims to facilitate constructive dialogue between individuals and groups in diverse cultural and social contexts. This education is considered fundamental to building an inclusive and equitable society that respects and values linguistic and cultural diversity, while encouraging critical thinking and active social participation (Recommendation CM/Rec(2022)1; CEFR Expert Group, 2023). This paradigm shift is the basis of what is known as "multilingual turn" (Macaire, 2025, May, 2013; Melo-Pfeifer, 2018), referring to the shift from a conception of an individual's language competences as being separate to a single, dynamic repertoire comprising all linguistic and other semiotic resources (e.g., gestures, intonation, proxemics, graphics, videos, images) of an individual. This plural repertoire is evolving and unbalanced, meaning that competences in each language may vary, but they interact in an interdependent system that allows users to switch between languages or combine language resources to interact across cultural boundaries and in diverse situations. This concept emphasises plurilingual competence, which goes beyond the simple coexistence of several languages at the social level (multilingualism) to encompass the individual's ability to use and combine several languages according to communication needs. This competence, which can be seen as heterogeneous in the sense that it is unique to each individual with varying degrees of linguistic proficiency, is part of an evolving dynamic that changes with each person's linguistic encounters. Thus, the plurilingual speaker’s social journey prompts them to draw on their linguistic repertoire and the competences associated with the various codes at their disposal, making this plural competence a distinct and valuable resource for learning. == Take-home messages == * '''Intercultural education is not exclusively Western:''' similar concepts exist in non-Western cultures, such as Minzu in China, Dōwa in Japan, and Ubuntu in East Africa, highlighting a diversity of educational traditions that are sensitive to cultural plurality. * '''From assimilation to recognition of differences:''' since the 1970s, European educational approaches have evolved from a perspective focused primarily on adaptation to the language and culture of the host country to one that emphasises appreciation of cultural differences and intercultural learning. * '''Plurilingual competence:''' plurilingual competence is not simply the sum of competences in L1, L2, L3, etc., but rather a unique competence within an individual's linguistic and semiotic repertoire. * '''The concept of "transcultural" values cultural hybridity:''' Here, fixed boundaries are transcended and fluid interaction between cultures is promoted, which is essential in migratory and educational contexts. == Self-assessment == === '''Multiple choice questions''' === ==Reflection== Reread the section on intercultural competence in the Wikiversity article. Then watch the [https://www.youtube.com/watch?v=QUQcA-FKWqg following video until 0:55]. Take notes: what are the key aspects of intercultural competence? ==Multiple Choice== <quiz display=simple> {Plurilingual and intercultural competence is a: } -A. static competence +B. dynamic competence -C. it depends {Being plurilingual mean being equally proficient in all the languages you know.} -A. true +B. false {What does ''plurilingual competence'' mainly refer to?} -A. The ability to speak several languages fluently separately. +B. The ability to integrate and use multiple languages dynamically within a single repertoire. -C. The coexistence of several languages within a society. -D. The study of linguistic structures in different languages. {What is the main objective of ''transcultural competence''?} -A. Preserving distinct cultural identities. +B. Taking into account and promoting cultural hybridity and the blending of cultures. -C. Learning about the history of different cultures. -D. Avoiding any interaction with other cultures in order to preserve cultural purity. </quiz> === '''Reflective tasks to share''' === * Think of examples from your own life or environment where plurilingual and intercultural competencies have played a role. * Consider how schools and universities can promote plurilingual and intercultural competencies. What measures could be implemented? == Resources to go further == * Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. <nowiki>https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education</nowiki> * Byram, M. (2021). ''Teaching and assessing intercultural communicative competence : Revisited''. Multilingual Matters. https://doi.org/10.21832/9781800410251 * Castellotti V. (sous presse, 2025). La compétence plurilingue : entre communication hybride et expérience altéritaire. In S. Dietrich-Grappin et al. (Eds.), ''Vers la compétence plurilingue : Le translangage dans l'enseignement des langues tertiaires.'' Peter Lang. * Castellotti, V., & Moore, D. (2014/2011). La compétence plurilingue et pluriculturelle. Genèses et évolutions d’une notion-concept. In P. Blanchet & P. Chardenet (Eds.), ''Guide pour la recherche en didactique des langues et des cultures. Approches contextualisées'' (pp. 291-301). Editions des Archives contemporaines/AUF. * Conseil de l’Europe (CELV). (2025). ''Éducation plurilingue et interculturelle.'' https://www.ecml.at/fr/Thematic-areas/Plurilingual-and-intercultural-education * Conseil de l'Europe (CELV). (2025). ''Guide des'' compétences ''enseignantes pour les langues dans l’éducation''. https://www.ecml.at/ECML-Programme/Programme2016-2019/TowardsaCommonEuropeanFrameworkofReferenceforLanguageTeachers/tabid/1850/language/fr-FR/Default.aspx * Moore, D''.,'' & Castellotti, V. (2008) (éds.). ''La compétence plurilingue. Regards francophones.'' Peter Lang. * Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. == Bibliography == Ajitoni, B. D. (2024). Ubuntu and the philosophy of community in African thought : An exploration of collective identity and social harmony. ''Journal of African Studies and Sustainable Development, 7''(3). https://acjol.org/index.php/jassd/article/view/5672 Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education Bredella, L., & Christ, H. (2007). ''Fremdverstehen und interkulturelle Kompetenz''. Narr. Bredella, L., Meißner, F.-J., Nünning, V., & Rösler, D. (Eds.). (2000). ''Wie ist Fremdverstehen lehr- und lernbar? : Vorträge aus dem Graduiertenkolleg « Didaktik des Fremdverstehens »''. Narr. Byram, M. (1997). ''Teaching and assessing intercultural communicative competence''. Multilingual Matters. Byram, M., Nichols, A., & Stevens, D. (2001). Introduction. In M. Byram, A. Nichols, & D. Stevens (Eds.), ''Developing intercultural competence in practice. Languages for intercultural communication and education'' (pp. 1–20). Multilingual Matters. CEFR Expert Group (Ed.). (2023). ''A guide to action-oriented, plurilingual and intercultural education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Coste, D., Moore, D., & Zarate, G. (1997). ''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Études préparatoires''. Conseil de l’Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Plurilingual and pluricultural competence. Studies towards a Common European Framework of Reference for language learning and teaching. With a foreword and complementary bibliography''. Language Policy Division. https://rm.coe.int/168069d29b Council of Europe. (2020). ''Common European framework of reference for languages: Learning, teaching, assessment. Companion volume''. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4 Dervin, F. (2025, in press). Intercultural education as a polylith. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. Dervin, F., & Jacobsson, A. (2022). ''Intercultural communication education : Broken realities and rebellious dreams''. Springer. https://doi.org/10.1007/978-981-19-1589-5 Grosjean, F. (1993). Le bilinguisme et le biculturalisme : Essai de définition. ''Travaux Neuchâtelois de Linguistique'', ''19'', 13–42). https://libra.unine.ch/handle/20.500.14713/57912 Lüdi, G., & Py, B. (1986). ''Être bilingue''. Peter Lang. Ed. revue et complétée en 2002. Macaire, D. (2025, sous presse). Tournant  plurilingue. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. May, S. (2013). ''The multilingual turn : Implications for SLA, TESOL, and bilingual education.'' Routledge. Melo-Pfeifer, S. (2018). The multilingual turn in foreign language education. Facts and fallacies. In A. Bonnet & P. Siemund (Eds.), ''Foreign language education in multilingual classrooms'' (pp. 191–210). John Benjamins. https://doi.org/10.1075/hsld.7 Neary, I. (2022). ''Dōwa policy and Japanese politics''. Routledge. Portera, A. (2008). L'éducation interculturelle en Europe : aspects épistémologiques et sémantiques. ''Éducation interculturelle'', ''19''(6), 481–491. https://doi.org/10.1080/14675980802568277 Reimann, D. (2015). ''Inter- und transkulturelle kommunikative Kompetenz''. https://www.uni-due.de/imperia/md/content/prodaz/reimann_intertranskulturelle_kompetenz.pdf Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. https://elibrary.narr.digital/book/99.125005/9783823391135 Tarozzi, M. (2012). Intercultural or multicultural education in Europe and the United States. In B. Della Chiesa, J. Scott, & C. Hinton (Eds.), ''Languages in a global world : Learning for better cultural understanding'' (pp. 393–406). OECD. https://www.oecd.org/education/ceri/languagesinaglobalworldlearningforbetterculturalunderstanding.htm Welsch, W. (1999). The puzzling form of cultures today. In M. Featherstone & S. Lash (Eds.), ''Spaces of culture : City, nation, world'' (pp. 195–213). Sage Publications. https://doi.org/10.4135/9781446218723.n11 Welsch, W. (2025, in press). Transculturality. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : Anastasia Gkaintartzi (University of Thessaly) & Paulina Wagner (Universität Wien) ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Thierry Gaillat (Université de La Réunion) * Margareta Strasser (Paris Lodron Universität Salzburg) [[Portal: Plurilingual education]] e8cv533rz3kurlxrszina2vieny9d51 2817418 2817417 2026-06-30T15:01:03Z ~2026-37432-69 3097899 2817418 wikitext text/x-wiki {{Portal|Plurilingual education|Logo PEP.jpg}} {{Education}}{{Course}} == Initial activity == # First, make a list of what you understand by 'being multilingual'. Take notes to organise your ideas. [https://www.youtube.com/watch?v=sw-O5UFeQW0 C'est quoi, être plurilingue ?] # The following video introduces us to intercultural competence in the workplace. After watching it, think about how this idea could be applied in an educational context: [https://www.youtube.com/watch?v=e2UwknUZCbM Les compétences interculturelles]   == Objectives == By the end of this section, you should be able to: * define what is meant by multilingual and intercultural competence; * understand that multilingual competence involves an intercultural dimension; * make the connection between intercultural and transcultural. == Keywords == plurilingual competence; transcultural competence; intercultural competence; communication competence; multilingual turn; language repertoire == Prerequisites == * Understanding language and cultural concepts; * Knowing what is meant by communication skills; * Be aware that the languages around us contribute to our linguistic potential. == Table of contents == # Introduction # History # Design # Key points to remember # Self-assessment == Introduction == In response to the growing need for individuals and communities to interact across cultural boundaries and in diverse situations, the concepts of intercultural, transcultural and plurilingual competence have emerged from disciplines such as anthropology, sociology and education. These concepts are essential for understanding and managing cultural and linguistic diversity in an interconnected world. By promoting aspects such as empathy, flexibility, open-mindedness and tolerance, they enable learners to interact in diverse linguistic and cultural environments, thus contributing to the creation of inclusive multicultural communities. These concepts, which have various origins, highlight different aspects of social and linguistic interactions within multilingual societies: intercultural competence aims to promote understanding and communication between different cultural groups. Transcultural competence, on the other hand, emphasises the hybridity and fluidity of cultural identities. Plurilingual competence stresses the ability of individuals to fully exploit their linguistic and general repertoire in multilingual contexts. The following sections provide a more detailed description of these concepts and present them in the context of their development. == History of the concept(s) == === Intercultural and transcultural competence === Even before the emergence of the concept of intercultural education in the context of migration in Europe, concepts very similar to the Western idea of intercultural education were developed in non-Western countries. For example, in China and Japan, there are comparable concepts focused on minority groups, such as ''Dōwa'' education in Japan and the Chinese concept of ''Minzu'', which has been part of teacher training since 1949. ''Dōwa'' education in Japan, offered within the formal education system, aims to reduce prejudice and discrimination against Buraku and other disadvantaged groups. It is committed to reducing social inequalities and promoting legal and economic equality (Neary, 2022). In ''Minzu'' pedagogy (the term ''Minzu'' is often translated as ethnic group; China officially has 56 ''Minzu'' groups), similarities and (unstable) differences are taken into account when encountering others; its main objective is to contribute to economic and social development of all (Dervin & Jacobsson, 2022, pp. 49–50). Similarly, the South African philosophy ''Ubuntu'' emphasises the close link between individual self-determination and social responsibility, placing community, solidarity and mutual responsibility at the heart of harmonious coexistence. It views humanity as part of a network of reciprocal relationships, where the well-being of each individual is inseparable from that of others (Ajitoni, 2024, pp. 3–5). These approaches also reflect the diversity of local contexts. Furthermore, the term ''intercultural'' does not exist in all languages, and similar concepts may address issues such as culture, language, ethnicity or local constructs (Dervin, 2025). In the United States, Canada and Australia, the concept of intercultural competence was initially developed under the term ''multicultural education''. In the 1970s, the United States' emphasis on minority rights led to the introduction of school programmes promoting cultural diversity. Similar developments took place in Canada, where multicultural education was introduced in response to demands from cultural minorities. Unlike in Europe, where the term ''intercultural education'' developed in the 1980s, the term ''multicultural education'' remained dominant in English-speaking countries (Portera, 2008, p. 482; Tarozzi, 2012). The integration of immigrant children into various European societies has been at the centre of educational approaches based on a deficit hypothesis, which began in the 1970s. Early strategies included the creation of specialised educational programmes, such as Ausländerpädagogik (education for foreigners) in Germany and the establishment of reception facilities (introductory classes) in France. These approaches often involved specific interventions for foreign children that were disconnected from the official curriculum. They were subsequently criticised for their compensatory and assimilationist tendencies. The main objective was to learn the target language of the country as a means of accessing its culture, which was perceived as a static and closed system. The linguistic and cultural origins of the learners were not taken into account in this approach (Portera, 2008, pp. 482–484; Tarozzi, 2012, p. 398). From the 1980s onwards, attention shifted from deficits to cultural differences in intercultural pedagogy. Intercultural learning became a central objective, emphasising empathy, perspective-taking and dialogue (Hauenschild, 2012, pp. 152–153). An important foundation of the intercultural approach was understanding of the others (''Fremdverstehen'') (Bredella et al., 2000; Bredella & Christ, 2007). In multilingual interactions, people not only use language, they also open themselves up to the cultural perspectives associated with and characterising it. The relationship between the familiar and the unfamiliar is fluid and dynamic. Ignoring this dynamic can reinforce stereotypes by perpetuating an overestimation of difference (Bredella et al., 2000; Bredella and Christ, 2007).  Intercultural competence can thus be seen as the ability to interact across cultural boundaries and in diverse situations. It implies not only cultural sensitivity, but also open-mindedness and the ability to recognise, understand and respect the cultural differences expressed by speakers through their thoughts, feelings and behaviour. It should be noted that this concept is interdisciplinary, drawing on elements of sociology and/or psychology. It has become essential in today's globalised world (Reimann, 2015, pp. 2–4). At the same time, the concept of transculturality has emerged as a broader concept, recognising that individuals are shaped by multiple cultural influences. It stresses the negotiation of identity and selective interaction with cultural elements (Reimann, 2017, pp. 14–15). Transcultural competence involves cultural crossover and blending, emphasising cultural hybridity as well as the exchange and mixing of cultures. The concept of transculturation, introduced by anthropologists such as Fernando Ortiz (1940) in the 1940s and developed more recently by philosophers such as Wolfgang Welsch (1999), aims to transcend rigid cultural boundaries in order to envisage a fluid and dynamic interaction between cultures. It can be said that cultures blend and intertwine in a process of continuous transformation. It is used more specifically in migration and educational contexts to promote intercultural interaction enriched by the recognition of this cultural complexity. This moves away from a fixed view of cultural identities, promoted by nation states, towards the development of a more cosmopolitan citizenship, nourished by the different cultures encountered (Welsch, 2025). It is also worth noting that in the 1990s, general pedagogy and foreign language teaching recognised the importance of intercultural learning for all students, not just those from immigrant backgrounds (Reimann, 2017, p. 16). === Plurilingual competence === The concepts of intercultural and plurilingual competence are closely linked. The Council of Europe's policy and educational documents on intercultural competence have played a key role in the development of the concept of plurilingual competence. The latter is a continuation of the bilingual competence highlighted by Grosjean (1993) and Lüdi & Py (1986, 2002), which considers a bilingual subject not as the sum of two monolinguals, but as an entity in its own right. Coste et al. (1997) first defined ''compétence plurilingue'' in their work “''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes : études préparatoires''.”, which was republished in 2009 in both English and French. In the foreword, Coste et al. present their definition of plurilingual competence and provide an English translation. Both versions are shown below:<blockquote>On désignera par compétence plurilingue et pluriculturelle, la compétence à communiquer langagièrement et à interagir culturellement possédée par un locuteur qui maîtrise, à des degrés divers, plusieurs langues et a, à des degrés divers, l’expérience de plusieurs cultures, tout en étant à même de gérer l’ensemble de ce capital langagier et culturel. L’option majeure est de considérer qu’il n’y a pas là superposition ou juxtaposition de compétences toujours distinctes, mais bien existence d’une compétence plurielle, complexe, voire composite et hétérogène, qui inclut des compétences singulières, voire partielles, mais qui est une en tant que répertoire disponible pour l’acteur social concerné. (Coste, Moore & Zarate, 1997, p. 12)</blockquote><blockquote>Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social actor has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the social actor may draw. (Coste, Moore and Zarate, 2009, p. v) </blockquote>Plurilingual competence thus refers to an individual's ability to communicate using several languages, while integrating the diverse cultural experiences associated with them. According to the ''Common European Framework of Reference for Languages'' (CEFR; Council of Europe, 2001), it is a complex and composite competence. Rather than being a mere juxtaposition of the linguistic competences related to each language involved, it is part of the comprehensive and dynamic management of the linguistic and non-linguistic repertoire offered by multilingualism. This includes having partial competence in several languages, forming a multilingual repertoire that speakers can draw on depending on the context. In short, plurilingual competence is more than just the sum of competences in L1, L2, L3, and so on. The Companion Volume (Council of Europe, 2020) further develops the concept of plurilingual competence. It provides descriptors and a more detailed, operational framework that emphasises flexibility and strategy. It also integrates knowledge from more recent educational approaches. Several other documents stress the importance of plurilingual and intercultural education, such as the ''Guide to action-oriented, plurilingual and intercultural education'' (CEFR Expert Group, 2023), in line with the ''Guide for the development and implementation of curricula for plurilingual and intercultural education'' (Byram et al., 2016). This holistic concept is considered a key skill for meeting the challenges of a globalised and increasingly mobile society. It applies to all areas of education, values all languages equally and aims to facilitate constructive dialogue between individuals and groups in diverse cultural and social contexts. This education is considered fundamental to building an inclusive and equitable society that respects and values linguistic and cultural diversity, while encouraging critical thinking and active social participation (Recommendation CM/Rec(2022)1; CEFR Expert Group, 2023). This paradigm shift is the basis of what is known as "multilingual turn" (Macaire, 2025, May, 2013; Melo-Pfeifer, 2018), referring to the shift from a conception of an individual's language competences as being separate to a single, dynamic repertoire comprising all linguistic and other semiotic resources (e.g., gestures, intonation, proxemics, graphics, videos, images) of an individual. This plural repertoire is evolving and unbalanced, meaning that competences in each language may vary, but they interact in an interdependent system that allows users to switch between languages or combine language resources to interact across cultural boundaries and in diverse situations. This concept emphasises plurilingual competence, which goes beyond the simple coexistence of several languages at the social level (multilingualism) to encompass the individual's ability to use and combine several languages according to communication needs. This competence, which can be seen as heterogeneous in the sense that it is unique to each individual with varying degrees of linguistic proficiency, is part of an evolving dynamic that changes with each person's linguistic encounters. Thus, the plurilingual speaker’s social journey prompts them to draw on their linguistic repertoire and the competences associated with the various codes at their disposal, making this plural competence a distinct and valuable resource for learning. == Take-home messages == * '''Intercultural education is not exclusively Western:''' similar concepts exist in non-Western cultures, such as Minzu in China, Dōwa in Japan, and Ubuntu in East Africa, highlighting a diversity of educational traditions that are sensitive to cultural plurality. * '''From assimilation to recognition of differences:''' since the 1970s, European educational approaches have evolved from a perspective focused primarily on adaptation to the language and culture of the host country to one that emphasises appreciation of cultural differences and intercultural learning. * '''Plurilingual competence:''' plurilingual competence is not simply the sum of competences in L1, L2, L3, etc., but rather a unique competence within an individual's linguistic and semiotic repertoire. * '''The concept of "transcultural" values cultural hybridity:''' Here, fixed boundaries are transcended and fluid interaction between cultures is promoted, which is essential in migratory and educational contexts. == Self-assessment == === '''Multiple choice questions''' === ==Reflection== Reread the section on intercultural competence in the Wikiversity article. Then watch the [https://www.youtube.com/watch?v=QUQcA-FKWqg following video until 0:55]. Take notes: what are the key aspects of intercultural competence? ==Multiple Choice== <quiz display=simple> {Plurilingual and intercultural competence is a: } -A. static competence +B. dynamic competence -C. it depends {Being plurilingual mean being equally proficient in all the languages you know.} -A. true +B. false {What does ''plurilingual competence'' mainly refer to?} -A. The ability to speak several languages fluently separately. +B. The ability to integrate and use multiple languages dynamically within a single repertoire. -C. The coexistence of several languages within a society. -D. The study of linguistic structures in different languages. {What is the main objective of ''transcultural competence''?} -A. Preserving distinct cultural identities. +B. Taking into account and promoting cultural hybridity and the blending of cultures. -C. Learning about the history of different cultures. -D. Avoiding any interaction with other cultures in order to preserve cultural purity. </quiz> === '''Reflective tasks to share''' === * Think of examples from your own life or environment where plurilingual and intercultural competencies have played a role. * Consider how schools and universities can promote plurilingual and intercultural competencies. What measures could be implemented? == Resources to go further == * Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. <nowiki>https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education</nowiki> * Byram, M. (2021). ''Teaching and assessing intercultural communicative competence : Revisited''. Multilingual Matters. https://doi.org/10.21832/9781800410251 * Castellotti V. (sous presse, 2025). La compétence plurilingue : entre communication hybride et expérience altéritaire. In S. Dietrich-Grappin et al. (Eds.), ''Vers la compétence plurilingue : Le translangage dans l'enseignement des langues tertiaires.'' Peter Lang. * Castellotti, V., & Moore, D. (2014/2011). La compétence plurilingue et pluriculturelle. Genèses et évolutions d’une notion-concept. In P. Blanchet & P. Chardenet (Eds.), ''Guide pour la recherche en didactique des langues et des cultures. Approches contextualisées'' (pp. 291-301). Editions des Archives contemporaines/AUF. * Conseil de l’Europe (CELV). (2025). ''Éducation plurilingue et interculturelle.'' https://www.ecml.at/fr/Thematic-areas/Plurilingual-and-intercultural-education * Conseil de l'Europe (CELV). (2025). ''Guide des'' compétences ''enseignantes pour les langues dans l’éducation''. https://www.ecml.at/ECML-Programme/Programme2016-2019/TowardsaCommonEuropeanFrameworkofReferenceforLanguageTeachers/tabid/1850/language/fr-FR/Default.aspx * Moore, D''.,'' & Castellotti, V. (2008) (éds.). ''La compétence plurilingue. Regards francophones.'' Peter Lang. * Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. == Bibliography == Ajitoni, B. D. (2024). Ubuntu and the philosophy of community in African thought : An exploration of collective identity and social harmony. ''Journal of African Studies and Sustainable Development, 7''(3). https://acjol.org/index.php/jassd/article/view/5672 Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe. https://www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education Bredella, L., & Christ, H. (2007). ''Fremdverstehen und interkulturelle Kompetenz''. Narr. Bredella, L., Meißner, F.-J., Nünning, V., & Rösler, D. (Eds.). (2000). ''Wie ist Fremdverstehen lehr- und lernbar? : Vorträge aus dem Graduiertenkolleg « Didaktik des Fremdverstehens »''. Narr. Byram, M. (1997). ''Teaching and assessing intercultural communicative competence''. Multilingual Matters. Byram, M., Nichols, A., & Stevens, D. (2001). Introduction. In M. Byram, A. Nichols, & D. Stevens (Eds.), ''Developing intercultural competence in practice. Languages for intercultural communication and education'' (pp. 1–20). Multilingual Matters. CEFR Expert Group (Ed.). (2023). ''A guide to action-oriented, plurilingual and intercultural education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Coste, D., Moore, D., & Zarate, G. (1997). ''Compétence plurilingue et pluriculturelle. Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Études préparatoires''. Conseil de l’Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Plurilingual and pluricultural competence. Studies towards a Common European Framework of Reference for language learning and teaching. With a foreword and complementary bibliography''. Language Policy Division. https://rm.coe.int/168069d29b Council of Europe. (2020). ''Common European framework of reference for languages: Learning, teaching, assessment. Companion volume''. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4 Dervin, F. (2025, in press). Intercultural education as a polylith. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. Dervin, F., & Jacobsson, A. (2022). ''Intercultural communication education : Broken realities and rebellious dreams''. Springer. https://doi.org/10.1007/978-981-19-1589-5 Grosjean, F. (1993). Le bilinguisme et le biculturalisme : Essai de définition. ''Travaux Neuchâtelois de Linguistique'', ''19'', 13–42). https://libra.unine.ch/handle/20.500.14713/57912 Lüdi, G., & Py, B. (1986). ''Être bilingue''. Peter Lang. Ed. revue et complétée en 2002. Macaire, D. (2025, sous presse). Tournant  plurilingue. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. May, S. (2013). ''The multilingual turn : Implications for SLA, TESOL, and bilingual education.'' Routledge. Melo-Pfeifer, S. (2018). The multilingual turn in foreign language education. Facts and fallacies. In A. Bonnet & P. Siemund (Eds.), ''Foreign language education in multilingual classrooms'' (pp. 191–210). John Benjamins. https://doi.org/10.1075/hsld.7 Neary, I. (2022). ''Dōwa policy and Japanese politics''. Routledge. Portera, A. (2008). L'éducation interculturelle en Europe : aspects épistémologiques et sémantiques. ''Éducation interculturelle'', ''19''(6), 481–491. https://doi.org/10.1080/14675980802568277 Reimann, D. (2015). ''Inter- und transkulturelle kommunikative Kompetenz''. https://www.uni-due.de/imperia/md/content/prodaz/reimann_intertranskulturelle_kompetenz.pdf Reimann, D. (2017). ''Interkulturelle Kompetenz''. Narr Francke Attempto. https://elibrary.narr.digital/book/99.125005/9783823391135 Tarozzi, M. (2012). Intercultural or multicultural education in Europe and the United States. In B. Della Chiesa, J. Scott, & C. Hinton (Eds.), ''Languages in a global world : Learning for better cultural understanding'' (pp. 393–406). OECD. https://www.oecd.org/education/ceri/languagesinaglobalworldlearningforbetterculturalunderstanding.htm Welsch, W. (1999). The puzzling form of cultures today. In M. Featherstone & S. Lash (Eds.), ''Spaces of culture : City, nation, world'' (pp. 195–213). Sage Publications. https://doi.org/10.4135/9781446218723.n11 Welsch, W. (2025, in press). Transculturality. In C. Ollivier & S. Melo-Pfeifer (Eds.), ''Encyclopédie de l’éducation plurilingue / Encyclopedia of plurilingual education''. Peter Lang. ==Credits== This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Margareta Strasser (Universität Salzburg) * Thierry Gaillat (Université de La Réunion) [[Portal: Plurilingual education]] gu66y0sh5891vn28e97e6ss1ryzvgyw 2 326765 2817438 2817147 2026-06-30T18:12:35Z Dc.samizdat 2856930 /* The 24-cell */ 2817438 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords form the ''edge polygon'' of the 16-cell {8/2}=2{4}. The two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''invariant great square rotation characteristic of the 16-cell'', and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the great square rotation, with the same effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The helix is an 8-rung ladder twisted 3 times, bent into a circle in the fourth dimension. Each rung is a tesseract edge. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 24-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. [[File:Regular_star_figure_8(3,1).svg|thumb|left|150px|{24/8}=8{3}<small> </small>shows 8 of 32 skew<small> <math>\sqrt{3}</math></small> triangles]] We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing <math>r_{2}</math> edges, over <math>r_{4}=\sqrt{3}</math> isocline chords. This is the ''invariant great hexagon rotation characteristic of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_4</math> star polygon which constructs <math>1/r_4</math>. A complete hexagon revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. Eight Clifford parallel skew triangle {3} geodesic isoclines of circumference <math>2\pi</math> over <math>r_4</math> chords form a circular fibration of 8 twisted parallel strands {24/8}=8{3} that intersects each 24-cell vertex once. In every 180° of isoclinic rotation each vertex circles a skew triangle and returns to its original position, but the 24-cell returns to its original orientation only after each vertex has completed circuits of the four distinct skew triangles which intersect at the vertex. The isocline curves over a self-intersecting dodecagram of <math>r_4</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small>]] We can rotate the 24-cell isoclinically in 12 Clifford parallel invariant planes containing a single <math>r_{1}</math> edge each, over <math>r_{5}=\sqrt{3}</math> isocline chords. This is Fontaine and Hurley's rotation over the <math>r_5</math> {12/5} star polygon which constructs <math>1/r_5</math>. A complete {12/5} revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> over <math>r_5</math> chords form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>10\pi</math> over twelve <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="6" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Edge chord ! colspan="3" |Isocline chord |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |15° |165° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |30° |150° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |45° |135° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |75° |105° |- style="background: gainsboro;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: gainsboro;" | |{{radic|2}} |{{radic|2}} |- style="background: gainsboro;" | |1.414~ |1.414~ |- style="background: gainsboro;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we found three distinct isoclinic rotations. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these and also three other distinct isoclinic rotations. Each row of the table is a distinct isoclinic rotation of the 24-cell characterized by a pair of chords that sum to 180°. The edge chords form the rotation's edge {24/<math>i</math>}-gon, and lie in invariant planes of the rotation. The isocline chords form the rotation's Clifford {24/<math>i</math>}-gon and lie in the completely orthogonal invariant planes of the edge planes. The rotational angle between successive edge chords and the rotational angle between successive isocline chords also sum to 180°. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short edge chord ! Section ! colspan="3" |Long isocline chord |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |0° |180° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |12° |168° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |24° |156° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |36° |144° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |48° |132° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |72° |108° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |84° |96° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows and 2 columns with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a discrete isoclinic rotation of the 600-cell in invariant central planes containing the edges of the short chord {30}-gon, over the isocline chords of the long chord {30}-gon, the rotation's Clifford polygon. Each distinct pair of complementary chord lengths is identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This [''great square left rotation characteristic of the 600-cell]'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small> ]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with the same effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This [''invariant great hexagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. Its {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a distinct 24-cell. The vertices of the invariant great hexagons of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''invariant great decagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This [''great decagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == The 5-cell 4-simplex == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="9" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chord ! Section ! colspan="3" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° | rowspan="3" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° | rowspan="3" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° | rowspan="3" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |138.6~° | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° | rowspan="3" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |130.9~° | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° | rowspan="3" | | rowspan="3" | | rowspan="3" | |124° | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° | rowspan="3" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |113.9~° | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |110.2~° | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° | rowspan="3" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |98.9~° | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |95.5~° | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |} The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of thirty 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). Each section also lies completely orthogonal to a congruent section. Only 8 of the 30 chords in the table occur in the 600-cell and the planar {30)-gon. The 120-cell's additional chords arise originally from the regular 5-cell, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... {{Clear}} == Finally the 120-cell == The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{5,3,3\}</math></small>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope in its invariant edge planes. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} ov1ra2plaftr062xy1nzgtuz1l6o4l9 2817439 2817438 2026-06-30T18:51:35Z Dc.samizdat 2856930 /* The 24-cell */ 2817439 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords form the ''edge polygon'' of the 16-cell {8/2}=2{4}. The two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''characteristic left rotation of the 16-cell'', and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the characteristic left rotation of the 16-cell, with the same effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The helix is an 8-rung ladder twisted 3 times, bent into a circle in the fourth dimension. Each rung is a tesseract edge. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 24-cell isoclinically in Clifford parallel invariant great square planes containing 16-cell edges, for example in the great square rotation characteristic of the 16-cell, with the same effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. [[File:Regular_star_figure_8(3,1).svg|thumb|left|150px|{24/8}=8{3}<small> </small>shows 8 of 32 skew<small> <math>\sqrt{3}</math></small> triangles]] We can rotate the 24-cell isoclinically in Clifford parallel invariant planes containing 24-cell edges. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit, and its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing <math>r_{2}</math> edges, over <math>r_{4}=\sqrt{3}</math> isocline chords. This is the ''invariant great hexagon rotation characteristic of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_4</math> star polygon which constructs <math>1/r_4</math>. A complete hexagon revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. Eight Clifford parallel skew triangle {3} geodesic isoclines of circumference <math>2\pi</math> over <math>r_4</math> chords form a circular fibration of 8 twisted parallel strands {24/8}=8{3} that intersects each 24-cell vertex once. In every 180° of isoclinic rotation each vertex circles a skew triangle and returns to its original position, but the 24-cell returns to its original orientation only after each vertex has completed circuits of the four distinct skew triangles which intersect at the vertex. The isocline curves over a self-intersecting dodecagram of <math>r_4</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small>]] We can rotate the 24-cell isoclinically in 12 Clifford parallel invariant planes containing a single <math>r_{1}</math> edge each, over <math>r_{5}=\sqrt{3}</math> isocline chords. This is Fontaine and Hurley's rotation over the <math>r_5</math> {12/5} star polygon which constructs <math>1/r_5</math>. A complete {12/5} revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> over <math>r_5</math> chords form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. , and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="6" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Edge chord ! colspan="3" |Isocline chord |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |15° |165° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |30° |150° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |45° |135° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |75° |105° |- style="background: gainsboro;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: gainsboro;" | |{{radic|2}} |{{radic|2}} |- style="background: gainsboro;" | |1.414~ |1.414~ |- style="background: gainsboro;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we found three distinct isoclinic rotations. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these and also three other distinct isoclinic rotations. Each row of the table is a distinct isoclinic rotation of the 24-cell characterized by a pair of chords that sum to 180°. The edge chords form the rotation's edge {24/<math>i</math>}-gon, and lie in invariant planes of the rotation. The isocline chords form the rotation's Clifford {24/<math>i</math>}-gon and lie in the completely orthogonal invariant planes of the edge planes. The rotational angle between successive edge chords and the rotational angle between successive isocline chords also sum to 180°. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short edge chord ! Section ! colspan="3" |Long isocline chord |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |0° |180° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |12° |168° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |24° |156° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |36° |144° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |48° |132° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |72° |108° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |84° |96° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows and 2 columns with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a discrete isoclinic rotation of the 600-cell in invariant central planes containing the edges of the short chord {30}-gon, over the isocline chords of the long chord {30}-gon, the rotation's Clifford polygon. Each distinct pair of complementary chord lengths is identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This [''great square left rotation characteristic of the 600-cell]'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small> ]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with the same effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This [''invariant great hexagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. Its {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a distinct 24-cell. The vertices of the invariant great hexagons of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''invariant great decagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This [''great decagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == The 5-cell 4-simplex == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="9" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chord ! Section ! colspan="3" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° | rowspan="3" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° | rowspan="3" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° | rowspan="3" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |138.6~° | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° | rowspan="3" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |130.9~° | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° | rowspan="3" | | rowspan="3" | | rowspan="3" | |124° | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° | rowspan="3" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |113.9~° | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |110.2~° | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° | rowspan="3" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |98.9~° | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |95.5~° | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |} The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of thirty 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). Each section also lies completely orthogonal to a congruent section. Only 8 of the 30 chords in the table occur in the 600-cell and the planar {30)-gon. The 120-cell's additional chords arise originally from the regular 5-cell, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... {{Clear}} == Finally the 120-cell == The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{5,3,3\}</math></small>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope in its invariant edge planes. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} pckuvx3ibt5emhdbkvxiwi98whb8ng2 2817440 2817439 2026-06-30T18:56:50Z Dc.samizdat 2856930 /* The 24-cell */ 2817440 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords form the ''edge polygon'' of the 16-cell {8/2}=2{4}. The two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''characteristic left rotation of the 16-cell'', and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the characteristic left rotation of the 16-cell, with the same effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The helix is an 8-rung ladder twisted 3 times, bent into a circle in the fourth dimension. Each rung is a tesseract edge. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 24-cell isoclinically in Clifford parallel invariant great square planes containing 16-cell edges, for example in the characteristic left rotation of the 16-cell, with the same effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. We can rotate the 24-cell isoclinically in Clifford parallel invariant planes containing 24-cell edges. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit, and its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. [[File:Regular_star_figure_8(3,1).svg|thumb|left|150px|{24/8}=8{3}<small> </small>shows 8 of 32 skew<small> <math>\sqrt{3}</math></small> triangles]]We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing <math>r_{2}</math> edges, over <math>r_{4}=\sqrt{3}</math> isocline chords. This is the ''invariant great hexagon rotation characteristic of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_4</math> star polygon which constructs <math>1/r_4</math>. A complete hexagon revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. Eight Clifford parallel skew triangle {3} geodesic isoclines of circumference <math>2\pi</math> over <math>r_4</math> chords form a circular fibration of 8 twisted parallel strands {24/8}=8{3} that intersects each 24-cell vertex once. In every 180° of isoclinic rotation each vertex circles a skew triangle and returns to its original position, but the 24-cell returns to its original orientation only after each vertex has completed circuits of the four distinct skew triangles which intersect at the vertex. The isocline curves over a self-intersecting dodecagram of <math>r_4</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small>]] We can rotate the 24-cell isoclinically in 12 Clifford parallel invariant planes containing a single <math>r_{1}</math> edge each, over <math>r_{5}=\sqrt{3}</math> isocline chords. This is Fontaine and Hurley's rotation over the <math>r_5</math> {12/5} star polygon which constructs <math>1/r_5</math>. A complete {12/5} revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> over <math>r_5</math> chords form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. , and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="6" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Edge chord ! colspan="3" |Isocline chord |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |15° |165° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |30° |150° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |45° |135° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |75° |105° |- style="background: gainsboro;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: gainsboro;" | |{{radic|2}} |{{radic|2}} |- style="background: gainsboro;" | |1.414~ |1.414~ |- style="background: gainsboro;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we found three distinct isoclinic rotations. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these and also three other distinct isoclinic rotations. Each row of the table is a distinct isoclinic rotation of the 24-cell characterized by a pair of chords that sum to 180°. The edge chords form the rotation's edge {24/<math>i</math>}-gon, and lie in invariant planes of the rotation. The isocline chords form the rotation's Clifford {24/<math>i</math>}-gon and lie in the completely orthogonal invariant planes of the edge planes. The rotational angle between successive edge chords and the rotational angle between successive isocline chords also sum to 180°. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short edge chord ! Section ! colspan="3" |Long isocline chord |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |0° |180° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |12° |168° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |24° |156° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |36° |144° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |48° |132° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |72° |108° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |84° |96° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows and 2 columns with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a discrete isoclinic rotation of the 600-cell in invariant central planes containing the edges of the short chord {30}-gon, over the isocline chords of the long chord {30}-gon, the rotation's Clifford polygon. Each distinct pair of complementary chord lengths is identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This [''great square left rotation characteristic of the 600-cell]'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small> ]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with the same effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This [''invariant great hexagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. Its {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a distinct 24-cell. The vertices of the invariant great hexagons of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''invariant great decagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This [''great decagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == The 5-cell 4-simplex == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="9" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chord ! Section ! colspan="3" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° | rowspan="3" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° | rowspan="3" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° | rowspan="3" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |138.6~° | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° | rowspan="3" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |130.9~° | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° | rowspan="3" | | rowspan="3" | | rowspan="3" | |124° | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° | rowspan="3" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |113.9~° | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |110.2~° | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° | rowspan="3" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |98.9~° | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |95.5~° | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |} The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of thirty 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). Each section also lies completely orthogonal to a congruent section. Only 8 of the 30 chords in the table occur in the 600-cell and the planar {30)-gon. The 120-cell's additional chords arise originally from the regular 5-cell, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... {{Clear}} == Finally the 120-cell == The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{5,3,3\}</math></small>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope in its invariant edge planes. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} n8ge6ec66v6yvpnn1i2bihd18wayud2 2817441 2817440 2026-06-30T18:59:18Z Dc.samizdat 2856930 /* The 24-cell */ 2817441 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords form the ''edge polygon'' of the 16-cell {8/2}=2{4}. The two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''characteristic left rotation of the 16-cell'', and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the characteristic left rotation of the 16-cell, with the same effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The helix is an 8-rung ladder twisted 3 times, bent into a circle in the fourth dimension. Each rung is a tesseract edge. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 24-cell isoclinically in Clifford parallel invariant great square planes containing 16-cell edges, for example in the characteristic left rotation of the 16-cell, with the same effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. We can rotate the 24-cell isoclinically in Clifford parallel invariant planes containing 24-cell edges. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit, and its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small>]] We can rotate the 24-cell isoclinically in 12 Clifford parallel invariant planes containing a single <math>r_{1}</math> edge each, over <math>r_{5}=\sqrt{3}</math> isocline chords. This is Fontaine and Hurley's rotation over the <math>r_5</math> {12/5} star polygon which constructs <math>1/r_5</math>. A complete {12/5} revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> over <math>r_5</math> chords form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. , and also traces an ordinary great circle in the plane twice, over the six <math>\sqrt{1}</math> edges of a great hexagon in a moving invariant rotation plane. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. [[File:Regular_star_figure_8(3,1).svg|thumb|left|150px|{24/8}=8{3}<small> </small>shows 8 of 32 skew<small> <math>\sqrt{3}</math></small> triangles]] We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing <math>r_{2}</math> edges, over <math>r_{4}=\sqrt{3}</math> isocline chords. This is the ''invariant great hexagon rotation characteristic of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_4</math> star polygon which constructs <math>1/r_4</math>. A complete hexagon revolution requires 720° like a complete square revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. Eight Clifford parallel skew triangle {3} geodesic isoclines of circumference <math>2\pi</math> over <math>r_4</math> chords form a circular fibration of 8 twisted parallel strands {24/8}=8{3} that intersects each 24-cell vertex once. In every 180° of isoclinic rotation each vertex circles a skew triangle and returns to its original position, but the 24-cell returns to its original orientation only after each vertex has completed circuits of the four distinct skew triangles which intersect at the vertex. The isocline curves over a self-intersecting dodecagram of <math>r_4</math> chords. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="6" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Edge chord ! colspan="3" |Isocline chord |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |15° |165° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |30° |150° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |45° |135° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |75° |105° |- style="background: gainsboro;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: gainsboro;" | |{{radic|2}} |{{radic|2}} |- style="background: gainsboro;" | |1.414~ |1.414~ |- style="background: gainsboro;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we found three distinct isoclinic rotations. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these and also three other distinct isoclinic rotations. Each row of the table is a distinct isoclinic rotation of the 24-cell characterized by a pair of chords that sum to 180°. The edge chords form the rotation's edge {24/<math>i</math>}-gon, and lie in invariant planes of the rotation. The isocline chords form the rotation's Clifford {24/<math>i</math>}-gon and lie in the completely orthogonal invariant planes of the edge planes. The rotational angle between successive edge chords and the rotational angle between successive isocline chords also sum to 180°. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short edge chord ! Section ! colspan="3" |Long isocline chord |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |0° |180° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |12° |168° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |24° |156° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |36° |144° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |48° |132° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |72° |108° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |84° |96° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows and 2 columns with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a discrete isoclinic rotation of the 600-cell in invariant central planes containing the edges of the short chord {30}-gon, over the isocline chords of the long chord {30}-gon, the rotation's Clifford polygon. Each distinct pair of complementary chord lengths is identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This [''great square left rotation characteristic of the 600-cell]'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small> ]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with the same effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This [''invariant great hexagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. Its {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a distinct 24-cell. The vertices of the invariant great hexagons of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''invariant great decagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This [''great decagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == The 5-cell 4-simplex == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="9" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chord ! Section ! colspan="3" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° | rowspan="3" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° | rowspan="3" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° | rowspan="3" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |138.6~° | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° | rowspan="3" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |130.9~° | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° | rowspan="3" | | rowspan="3" | | rowspan="3" | |124° | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° | rowspan="3" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |113.9~° | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |110.2~° | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° | rowspan="3" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |98.9~° | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |95.5~° | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |} The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of thirty 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). Each section also lies completely orthogonal to a congruent section. Only 8 of the 30 chords in the table occur in the 600-cell and the planar {30)-gon. The 120-cell's additional chords arise originally from the regular 5-cell, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... {{Clear}} == Finally the 120-cell == The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{5,3,3\}</math></small>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope in its invariant edge planes. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} osws197q4xqoqn0zupn9ueyamav22rw 2817442 2817441 2026-06-30T19:39:01Z Dc.samizdat 2856930 /* The 24-cell */ 2817442 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords form the ''edge polygon'' of the 16-cell {8/2}=2{4}. The two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''characteristic left rotation of the 16-cell'', and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the characteristic left rotation of the 16-cell, with the same effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The helix is an 8-rung ladder twisted 3 times, bent into a circle in the fourth dimension. Each rung is a tesseract edge. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 24-cell isoclinically in Clifford parallel invariant great square planes containing 16-cell edges, for example in the characteristic left rotation of the 16-cell, with the same effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. We can also rotate the 24-cell isoclinically in Clifford parallel invariant great hexagon planes containing 24-cell edges. A complete hexagon plane revolution requires 720° like a complete square plane revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit, and its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} shows 2 dodecagram isoclines of <small><math>\sqrt{3}</math></small> chords in the 24-cell]] We can rotate the 24-cell isoclinically in 12 Clifford parallel invariant great hexagon planes containing a single <math>r_{1}</math> edge each, over <math>r_{5}=\sqrt{3}</math> isocline chords. This is the ''characteristic left rotation of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_5</math> {12/5} star polygon which constructs <math>1/r_5</math>. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> over <math>r_5</math> chords form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. The orbit of each vertex traces an isocline circle in 4-space over 12 <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane 5 times in a moving invariant rotation plane. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. [[File:Regular_star_figure_8(3,1).svg|thumb|left|150px|{24/8}=8{3}<small> </small>shows 8 of 32 skew<small> <math>\sqrt{3}</math></small> triangles in the 24-cell]] We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing six <math>r_{2}</math> edges each, over <math>r_{4}=\sqrt{3}</math> isocline chords. This is the ''characteristic right rotation of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_4</math> star polygon which constructs <math>1/r_4</math>. The rotational curve over each 120° <math>r_4</math> chord makes four 30° turns. Eight Clifford parallel skew triangle {3} geodesic isoclines of circumference <math>2\pi</math> over <math>r_4</math> chords form a circular fibration of 8 twisted parallel strands {24/8}=8{3} that intersects each 24-cell vertex once. In every 180° of isoclinic rotation each vertex circles a skew triangle and returns to its original position, but the 24-cell returns to its original orientation only after each vertex has completed circuits of the four distinct skew triangles which intersect at the vertex. The isocline curves over a self-intersecting dodecagram of <math>r_4</math> chords. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="6" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Edge chord ! colspan="3" |Isocline chord |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |15° |165° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |30° |150° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |45° |135° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |75° |105° |- style="background: gainsboro;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: gainsboro;" | |{{radic|2}} |{{radic|2}} |- style="background: gainsboro;" | |1.414~ |1.414~ |- style="background: gainsboro;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we found three distinct isoclinic rotations. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these and also three other distinct isoclinic rotations. Each row of the table is a distinct isoclinic rotation of the 24-cell characterized by a pair of chords that sum to 180°. The edge chords form the rotation's edge {24/<math>i</math>}-gon, and lie in invariant planes of the rotation. The isocline chords form the rotation's Clifford {24/<math>i</math>}-gon and lie in the completely orthogonal invariant planes of the edge planes. The rotational angle between successive edge chords and the rotational angle between successive isocline chords also sum to 180°. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short edge chord ! Section ! colspan="3" |Long isocline chord |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |0° |180° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |12° |168° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |24° |156° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |36° |144° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |48° |132° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |72° |108° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |84° |96° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows and 2 columns with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a discrete isoclinic rotation of the 600-cell in invariant central planes containing the edges of the short chord {30}-gon, over the isocline chords of the long chord {30}-gon, the rotation's Clifford polygon. Each distinct pair of complementary chord lengths is identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This [''great square left rotation characteristic of the 600-cell]'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small> ]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with the same effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This [''invariant great hexagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. Its {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a distinct 24-cell. The vertices of the invariant great hexagons of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''invariant great decagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This [''great decagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == The 5-cell 4-simplex == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="9" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chord ! Section ! colspan="3" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° | rowspan="3" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° | rowspan="3" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° | rowspan="3" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |138.6~° | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° | rowspan="3" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |130.9~° | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° | rowspan="3" | | rowspan="3" | | rowspan="3" | |124° | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° | rowspan="3" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |113.9~° | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |110.2~° | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° | rowspan="3" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |98.9~° | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |95.5~° | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |} The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of thirty 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). Each section also lies completely orthogonal to a congruent section. Only 8 of the 30 chords in the table occur in the 600-cell and the planar {30)-gon. The 120-cell's additional chords arise originally from the regular 5-cell, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... {{Clear}} == Finally the 120-cell == The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{5,3,3\}</math></small>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope in its invariant edge planes. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} afm25dd54zgx1tytcjqq19isoolyeka 2817453 2817442 2026-06-30T20:15:11Z Dc.samizdat 2856930 /* The 24-cell */ 2817453 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords form the ''edge polygon'' of the 16-cell {8/2}=2{4}. The two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''characteristic left rotation of the 16-cell'', and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the characteristic left rotation of the 16-cell, with the same effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The helix is an 8-rung ladder twisted 3 times, bent into a circle in the fourth dimension. Each rung is a tesseract edge. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 24-cell isoclinically in Clifford parallel invariant planes containing 16-cell edges, for example in the characteristic left rotation of the 16-cell, with the same effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. We can also rotate the 24-cell isoclinically in Clifford parallel invariant planes containing 24-cell edges. A complete 24-cell edge plane revolution requires 720° like a complete 16-cell edge plane revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit, and its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} shows 2 dodecagram isoclines of <small><math>\sqrt{3}</math></small> chords in the 24-cell]] We can rotate the 24-cell isoclinically in 12 Clifford parallel invariant planes containing a single <math>r_{1}</math> edge each, over <math>r_{5}</math> isocline chords. This is the ''characteristic left rotation of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_5</math> {12/5} star polygon which constructs <math>1/r_5</math>. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> over <math>r_5</math> chords form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. The orbit of each vertex traces an isocline circle in 4-space over 12 <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane 5 times in a moving invariant rotation plane. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. [[File:Regular_star_figure_8(3,1).svg|thumb|left|150px|{24/8}=8{3}<small> </small>shows 8 of 32 skew<small> <math>\sqrt{3}</math></small> triangles in the 24-cell]] We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing six <math>r_{2}</math> edges each, over <math>r_{4}=\sqrt{3}</math> isocline chords. This is the ''characteristic right rotation of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_4</math> star polygon which constructs <math>1/r_4</math>. The rotational curve over each 120° <math>r_4</math> chord makes four 30° turns. Eight Clifford parallel skew triangle {3} geodesic isoclines of circumference <math>2\pi</math> over <math>r_4</math> chords form a circular fibration of 8 twisted parallel strands {24/8}=8{3} that intersects each 24-cell vertex once. In every 180° of isoclinic rotation each vertex circles a skew triangle and returns to its original position, but the 24-cell returns to its original orientation only after each vertex has completed circuits of the four distinct skew triangles which intersect at the vertex. The isocline curves over a self-intersecting dodecagram of 12 <math>r_4</math> chords. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="6" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Edge chord ! colspan="3" |Isocline chord |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |15° |165° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |30° |150° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |45° |135° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |75° |105° |- style="background: gainsboro;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: gainsboro;" | |{{radic|2}} |{{radic|2}} |- style="background: gainsboro;" | |1.414~ |1.414~ |- style="background: gainsboro;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we found three distinct isoclinic rotations. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these and also three other distinct isoclinic rotations. Each row of the table is a distinct isoclinic rotation of the 24-cell characterized by a pair of chords that sum to 180°. The edge chords form the rotation's edge {24/<math>i</math>}-gon, and lie in invariant planes of the rotation. The isocline chords form the rotation's Clifford {24/<math>i</math>}-gon and lie in the completely orthogonal invariant planes of the edge planes. The rotational angle between successive edge chords and the rotational angle between successive isocline chords also sum to 180°. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short edge chord ! Section ! colspan="3" |Long isocline chord |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |0° |180° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |12° |168° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |24° |156° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |36° |144° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |48° |132° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |72° |108° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |84° |96° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows and 2 columns with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a discrete isoclinic rotation of the 600-cell in invariant central planes containing the edges of the short chord {30}-gon, over the isocline chords of the long chord {30}-gon, the rotation's Clifford polygon. Each distinct pair of complementary chord lengths is identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This [''great square left rotation characteristic of the 600-cell]'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small> ]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with the same effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This [''invariant great hexagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. Its {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a distinct 24-cell. The vertices of the invariant great hexagons of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''invariant great decagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This [''great decagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == The 5-cell 4-simplex == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="9" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chord ! Section ! colspan="3" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° | rowspan="3" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° | rowspan="3" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° | rowspan="3" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |138.6~° | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° | rowspan="3" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |130.9~° | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° | rowspan="3" | | rowspan="3" | | rowspan="3" | |124° | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° | rowspan="3" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |113.9~° | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |110.2~° | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° | rowspan="3" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |98.9~° | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |95.5~° | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |} The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of thirty 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). Each section also lies completely orthogonal to a congruent section. Only 8 of the 30 chords in the table occur in the 600-cell and the planar {30)-gon. The 120-cell's additional chords arise originally from the regular 5-cell, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... {{Clear}} == Finally the 120-cell == The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{5,3,3\}</math></small>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope in its invariant edge planes. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} f78lf9got97ssq5lejcxz0nzfd0yvhe 2817487 2817453 2026-07-01T05:48:57Z Dc.samizdat 2856930 /* The 24-cell */ 2817487 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - June 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell <small><math>\{5,3,3\}</math></small> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <small><math>\{\tfrac{5}{2},3,3\}</math></small>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell), is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). This implies that 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which will contain 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). This implies that the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. The procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+r_1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-r_1</math> . Over the third <math>r_3</math> chord it moves a distance of <math>-r_1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{3,3,4\}</math></small>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation. Each chord is a 4-vector with a length and a direction. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <small><math>\{3,3,4\}</math></small> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords form the ''edge polygon'' of the 16-cell {8/2}=2{4}. The two completely orthogonal great squares lie parallel and perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over the <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math>, and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes six 90° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''characteristic left rotation of the 16-cell'', and note once again that it is Fontaine and Hurley's rotation over the <math>r_3</math> star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <small><math>\{4,3,3\}</math></small> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <small><math>\{4,3,3\}</math></small>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedra]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the characteristic left rotation of the 16-cell, with the same effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The helix is an 8-rung ladder twisted 3 times, bent into a circle in the fourth dimension. Each rung is a tesseract edge. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagonal central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagonal central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,4,3\}</math></small>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <small><math>\{3,4,3\}</math></small> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}, which has chords: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges, also isocline chords in square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 24-cell isoclinically in Clifford parallel invariant planes containing 16-cell edges, for example in the characteristic left rotation of the 16-cell, with the same effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. We can also rotate the 24-cell isoclinically in Clifford parallel invariant planes containing 24-cell edges. A complete 24-cell edge plane revolution requires 720° like a complete 16-cell edge plane revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. An isoclinic rotation by 60° in any invariant central plane containing a 24-cell edge takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as all the central planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit, and its entire orbit traces an isocline circle in 4-space over <math>\sqrt{3}</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} shows 2 dodecagram isoclines of <small><math>\sqrt{3}</math></small> chords in the 24-cell]] We can rotate the 24-cell isoclinically in 12 Clifford parallel invariant planes containing a single <math>r_{1}</math> edge each, over <math>r_{5}</math> isocline chords. This is the ''characteristic left rotation of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_5</math> {12/5} star polygon which constructs <math>1/r_5</math>. The rotational curve over each 120° <math>r_5</math> chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> over <math>r_5</math> chords form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. The orbit of each vertex traces an isocline circle in 4-space over 12 <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane 5 times in a moving invariant rotation plane. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. [[File:Regular_star_figure_8(3,1).svg|thumb|left|150px|{24/8}=8{3}<small> </small>shows 8 of 32 skew<small> <math>\sqrt{3}</math></small> triangles in the 24-cell]] We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing six <math>r_{2}</math> edges each, over <math>r_{4}</math> isocline chords. This is the ''characteristic right rotation of the 24-cell'', also Fontaine and Hurley's rotation over the <math>r_4</math> star polygon which constructs <math>1/r_4</math>. The rotational curve over each 120° <math>r_4</math> chord makes four 30° turns. Eight Clifford parallel skew triangle geodesic isoclines of circumference <math>2\pi</math> over <math>r_4</math> chords form a circular fibration of 8 twisted parallel strands {24/8}=8{3} that intersects each 24-cell vertex once. In every 180° of isoclinic rotation each vertex circles a skew triangle and returns to its original position, but the 24-cell returns to its original orientation only after each vertex has completed circuits of the four distinct skew triangles which intersect at the vertex. The isocline curves over a self-intersecting dodecagram of 12 <math>r_4</math> chords. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="6" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Edge chord ! colspan="3" |Isocline chord |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |15° |165° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |30° |150° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |45° |135° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |75° |105° |- style="background: gainsboro;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: gainsboro;" | |{{radic|2}} |{{radic|2}} |- style="background: gainsboro;" | |1.414~ |1.414~ |- style="background: gainsboro;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we found three distinct isoclinic rotations. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these and also three other distinct isoclinic rotations. Each row of the table is a distinct isoclinic rotation of the 24-cell characterized by a pair of chords that sum to 180°. The edge chords form the rotation's edge {24}-gon, and lie in invariant planes of the rotation. The isocline chords form the rotation's Clifford {24}-gon and lie in the invariant planes completely orthogonal to the edge planes. The rotational angle between successive edge chords and the rotational angle between successive isocline chords also sum to 180°. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <small><math>\{3,3,5\}</math></small> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the 24-cell (above), which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{3,3,5\}</math></small>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math>, the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has these distinct chords: :<math>r_1=2 \sin (\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short edge chord ! Section ! colspan="3" |Long isocline chord |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |0° |180° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |12° |168° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |24° |156° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |36° |144° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |48° |132° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |60° |120° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |72° |108° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |84° |96° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows and 2 columns with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a discrete isoclinic rotation of the 600-cell in invariant central planes containing the edges of the short chord {30}-gon, over the isocline chords of the long chord {30}-gon, the rotation's Clifford polygon. Each distinct pair of complementary chord lengths is identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <small><math>\sqrt{2}</math></small>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with the same effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This [''great square left rotation characteristic of the 600-cell]'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <small><math>\sqrt{3}</math></small> ]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with the same effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This [''invariant great hexagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. Its {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a distinct 24-cell. The vertices of the invariant great hexagons of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''invariant great decagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This [''great decagon left rotation characteristic of the 600-cell]'' has period 30 and visits every vertex of a 600-cell Petrie polygon. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == The 5-cell 4-simplex == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="9" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chord ! Section ! colspan="3" |Long chord |- style="background: palegreen;" | | rowspan="3" |<math>c_0</math> |0° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="3" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | | rowspan="3" |<math>c_1</math> |15.5~° | rowspan="3" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="3" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_2</math> |25.2~° | rowspan="3" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="3" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: yellow;" | | rowspan="3" |<math>c_3</math> |36° | rowspan="3" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="3" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: gainsboro;" | | rowspan="3" |<math>c_4</math> |41.4~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |138.6~° | rowspan="3" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: palegreen;" | | rowspan="3" |<math>c_5</math> |44.5~° | rowspan="3" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="3" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_6</math> |49.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |130.9~° | rowspan="3" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_7</math> |56° | rowspan="3" | | rowspan="3" | | rowspan="3" | |124° | rowspan="3" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: palegreen;" | | rowspan="3" |<math>c_8</math> |60° | rowspan="3" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="3" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_9</math> |66.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |113.9~° | rowspan="3" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{10}</math> |69.8~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |110.2~° | rowspan="3" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: yellow;" | | rowspan="3" |<math>c_{11}</math> |72° | rowspan="3" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="3" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: palegreen; height:50px" | | rowspan="3" |<math>c_{12}</math> |75.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="3" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{13}</math> |81.1~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |98.9~° | rowspan="3" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro; height:50px" | | rowspan="3" |<math>c_{14}</math> |84.5~° | rowspan="3" | | rowspan="3" | | rowspan="3" | |95.5~° | rowspan="3" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: seashell;" | | rowspan="3" |<math>c_{15}</math> |90° | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="3" | | rowspan="3" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="3" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |} The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of thirty 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows and 2 columns with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). Each section also lies completely orthogonal to a congruent section. Only 8 of the 30 chords in the table occur in the 600-cell and the planar {30)-gon. The 120-cell's additional chords arise originally from the regular 5-cell, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is what's new in the 120-cell. ... {{Clear}} == Finally the 120-cell == The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <small><math>\{5,3,3\}</math></small>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope in its invariant edge planes. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} hzqi9ej1zk12r9mvb0wpn39vdzf6itl 1 326949 2817404 2816505 2026-06-30T14:06:56Z OhanaUnited 18921 /* Peer review 4 */ new section 2817404 wikitext text/x-wiki == Slight modifications of the article == Hello,<br> I imported this page from the Wikipedia article, which I revamped. But since the import, some contributors made helpful comments and edits. I tried to update them all here, but now I stopped and I will just re-import the Wikipedia article when the peer-review process will start. Please notify me when it happens, or re-import it yourself {{=)}}. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 09:48, 13 January 2026 (UTC) ==Peer review 1== {{review |reviewer =Sanjay Ramassamy |Q =Q102641962 |affiliation=Université Paris-Saclay, CNRS, CEA, Institut de Physique Théorique |link =https://www.normalesup.org/~ramassamy/index.html.en |date = 1 June 2026 |text = This review article is very well-written, mathematically sound and accessible to people outside the field. I only have minor comments below, most of them typos. I recommend publishing the article once the comments are taken into account. General comment: There are several figures next to the text, but the figures don't seem to be cited in the text. I don't know if this is a journal policy, but it looks a bit unusual to me. Second sentence of the abstract: there is twice ""a new polygon"". Maybe you could rephrase it in a way to eliminate one of the occurrences. E.g. something like ""It defines a new polygon whose vertices are obtained as the intersection points of the shortest diagonals of the initial polygon."" End of first paragraph of the abstract: maybe you could already reference Schwartz's original paper here. Euclidean plane: please capitalize the first letter of ""Euclidean"" throughout the article Section ""On polygons"": ""Finally, it is possible that two diagonals are parallel and not intersect"" -> ""and don't intersect"" Section ""On the moduli space of polygons"": it is the first time that I see the term ""projectivity"". I checked that it was indeed correct, but in all the talks/articles that I have seen on the topic, people rather used ""up to projective transformations"". Section ""Historical elements"", last sentence: it is not too clear what that sentence means. The pentagram map pertains to the field of incidence geometry, like these 3 theorems. What are the further similarities ? Further down in the article, in the section ""Pentagons and hexagons"", there is a similar sentence: ""The action of the pentagram map on pentagons and hexagons is similar in spirit to classical configuration theorems in projective geometry such as Pascal's theorem, Desargues's theorem and others"". Is it just the case of pentagons and hexagons that resembles these theorems ? Section ""Definition of the map"", first paragraph: it looks strange to cite Weinreich's paper to justify the rather obvious fact that the dimension of the space of n-gons is 2n. More generally, for review articles in WikiJournal, what is the purpose of citations ? Providing a source where something is nicely explained ? Or providing the first source to show some result ? In this article, it seems to be rather the former. Section ""Definition of the map"", second paragraph: ""Taking the intersection of the two..."" -> ""Taking the intersection of two..."" Section ""Twisted polygons"": ""space of twisted n-gon"" -> ""space of twisted n-gons"" ""the dynamic"" -> ""the dynamics"" It comes with a final s even though it is singular, e.g. ""the dynamics is integrable"" Section ""Pentagons and hexagons"": ""The two following facts"" -> ""The following two facts"" Section ""Poncelet polygons"": circumbscribed -> circumscribed Section ""Poncelet polygons"": ""For a convex Poncelet n-gons"" -> n-gon Section ""ab-coordinates"": I would write ""vertices v_k"" and ""vectors V_k"" rather than ""vertices v_k's"" and ""vectors V_k's"" Section ""As a birational map"": you have twice in a row the word pentagram in the first line Section ""The scaling symmetry"": ""an s"" -> ""and s"". Section ""The scaling symmetry"": ""An homogeneous"" -> ""A homogeneous"". Why do you define the notion of weight in this section ? It looks weird because you don't use it immediately, but only towards the end of the next section. It would suggest moving it much closer to the place where you first use it. Section ""The spectral curve"", last sentence: here you write ""algebraic integrability"". In the next sentence it is called ""algebro-geometric integrability"". I prefer the latter formulation. Section ""The spectral curve"": ""some renormalization it"" -> missing ""of"" Section ""Algebro-geometric integrability"": ""in term of"" -> terms Section ""Dimension of the invariant manifold"": ""For a twisted n-gons"" -> ""For twisted n-gons"" Section ""Dimension of the invariant manifold"": what does it mean that the dimension of the invariant tori drops by 3 for closed n-gons ? That it is always n-3 regardless of the parity of n ? Shouldn't invariant tori always be even-dimensional ? Maybe make a separate sentence discussing the closed n-gons case. Section ""Cluster algebras"": rather than ""special cases of cluster algebra"", I would suggest something like ""special cases of discrete dynamical systems powered by cluster algebras"". Because the pentagram map itself is not a cluster algebra. Also, the mutations of the underlying cluster algebra induced by the pentagram map are only a subset of all possible mutations. Section ""Generalizations"": ""description ... as cluster algebras"" -> maybe ""in terms of cluster algebras"" ? Section ""Generalized pentagram maps"": it could be helpful to write that one recovers the original pentagram map by taking d=2, I={2}, J={1}. What surprises me is that for this original pentagram map the set I and J are not equal and yet it is integrable. How is that compatible with the statement that ""the general case is not integrable"" ? Also, just below, the dented pentagram maps provide another class of integrable examples where I and J are not equal. How do you quantify that most cases are not integrable. Section ""Corrugated polygons"": ""they can retrieved"" -> ""they can be retrieved"" ""Grassmannians polygons"" -> ""Grassmannian polygons"" ""the space of Grassmannians Gr(m,md)"" -> ""the Grassmannian space Gr(m,md)"" ""A point in v"" -> ""A point v"" ""general linear group Gl_{md}"" -> ""general linear group GL_{md}"" ""faithfull"" -> faithful ""generically define"" -> ""generically defines"" ""a new point of v"" -> ""a new point v"" }} {{response|1 =Hello, and thanks a lot for the thorough review. I am a bit embarrassed by the numerous typos, they are now fixed. I also reformulated many items following your suggestions. There remains two points I need to answer to. * Indeed, the citation of papers (even for obvious facts) is more frequent than in classical papers. This is because Wikipedia aims to have every statement linked to a reference (see [[w:Wikipedia:Verifiability]]). Some editors take this very seriously (see [https://en.wikipedia.org/wiki/Wikipedia%20talk:WikiProject%20Mathematics/Archive/2025/Dec this discussion]), so I added citations to almost every paragraphs. I guess it could be mitigated for publication. * I clarified the statement about the dimension of invariant manifolds for closed polygons, with one more citation. According to it, they will always be odd-dimensional. Thanks again, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 15:44, 2 June 2026 (UTC)}} == Peer review 2 == {{review |reviewer =Paul Melotti |Q = Q103240269 |affiliation=Université Paris-Saclay |link =https://www.imo.universite-paris-saclay.fr/~paul.melotti/ |date = 11 June 2026 |text = This is a very well-written summary of results on the pentagram map, a fascinating topic that deserved a good presentation in the wikipedia universe. The paper is presented in a clear and coherent way, and I believe it is accessible to non-specialists, provided some minimal background in projective geometry. As far as I could check, the claims are supported by the plentiful references, and they give a good overview of the topic, its history, connections to various topics in mathematics, and modern perspectives. As a general remark, I think the special property of the map T on the spaces of pentagons and hexagons, stated in Section "Periodic orbits on the moduli space", could be stated earlier in the paper, possibly in an informal way. They are quite striking and, in my opinion, motivate the study of the generic transformation. Here are a few minor remarks: - several references to pictures use the phrase "on Figure...", I believe "in Figure..." is more common. - "its interpretation as a cluster algebra" -> maybe "in terms of a cluster algebra", or something similar, would be more precise. - On reference [2] by Gekhtman and Izosimov, "Integrable Systems and Cluster Algebras", the link to sciencedirect in "Works cited" doesn't seem to work when I click it. This might be on my side, but please check the URL. - "for generic polygons on the real projective plane" -> "in" the projective plane seems more common? - "by taking lines and intersections of them" sound a bit weird to me (but I'm not a native speaker so maybe it's okay) - maybe at the beginning of Section "Coordinates for the moduli space", announce that these will allow for nice expressions of the map T in those coordinates (as it is done in the following section). - "This generically makes a quasiperiodic motion." -> "makes" sounds a bit vague to me, maybe "induces a quasiperiodic motion on the corresponding torus" or something. - In the subsection "Grassmannian polygon", second paragraph, I am a bit confused with notations and conventions. If we represent the vector space $v$ by a basis, and put the vectors in columns, we get a matrix of size $md \times m$ and not $m \times md$ right? And then, the action of $GL_{md}$ you are mentioning is simply multiplication on the left? }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 02:30, 15 June 2026 (UTC) {{response|1 = Hello and many thanks for the review. I implemented the changes following your remarks. There was indeed a confusion in the "Grassmannian polygon" section, which is now fixed. Thank you for your vigilance. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 13:01, 16 June 2026 (UTC)}} == Peer review 3 == {{review |reviewer =Richard Evan Schwartz |Q =Q3893370 |affiliation=Brown University |link = |date = 15 June 2026 |text = This article is an update of the wikipedia page for the pentagram map, which I largely wrote myself. (I wrote almost the entire thing because what had been there initially was not very good.) I think that JB did an excellent job updating the pentagram map page. The article hits the main points : classical geometric results, Arnold-Liouville integrability, algebro-geometric integrability, Lax Pairs, connections to cluster algebras, Glick's result about the collapse point, and various generalizations. }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 20:37, 15 June 2026 (UTC) {{response|1 = Hello and thank you for the review. Indeed, you made a massive contribution to the Wikipedia article, as it can be seen by comparing this two versions: [https://en.wikipedia.org/w/index.php?title=Pentagram%20map&oldid=436156794 before] and [https://en.wikipedia.org/w/index.php?title=Pentagram%20map&oldid=438579263 after]. Of course, as stated in the [[WikiJournal User Group/Publishing|guidelines of the journal]], [https://xtools.wmcloud.org/articleinfo/en.wikipedia.org/Pentagram%20map Wikipedia contributors] are also credited. My contribution to reshape it to the standards of the Wikijournal of Science can be seen [https://en.wikipedia.org/w/index.php?title=Pentagram_map&diff=1359956775&oldid=1317663617 here]. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:17, 16 June 2026 (UTC)}} == Peer review 4 == {{review |credentials=I have co-authored several papers on this subject |date = 21 June 2026 |text = It is a very good review that covers various aspects of the pentagram map. I have noticed one error/typo: in the sentence "The dynamic is trivial for the classes of pentagons and heptagons, but this stops to be the case for polygons with more vertices." heptagons should be replaced by hexagons. I'd suggest to mention the work by Goncharov and Kenyon that, in particular, implies the integrability of the pentagram map: see MR3675462, and a related paper by Izosimov: MR4472585. Perhaps one should also mention the relation to T-systems, see MR3282370. }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 14:06, 30 June 2026 (UTC) rrcgvv8d28n3egv6nkmo3haqpamknbn 2817405 2817404 2026-06-30T14:07:09Z OhanaUnited 18921 /* Peer review 4 */ 2817405 wikitext text/x-wiki == Slight modifications of the article == Hello,<br> I imported this page from the Wikipedia article, which I revamped. But since the import, some contributors made helpful comments and edits. I tried to update them all here, but now I stopped and I will just re-import the Wikipedia article when the peer-review process will start. Please notify me when it happens, or re-import it yourself {{=)}}. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 09:48, 13 January 2026 (UTC) ==Peer review 1== {{review |reviewer =Sanjay Ramassamy |Q =Q102641962 |affiliation=Université Paris-Saclay, CNRS, CEA, Institut de Physique Théorique |link =https://www.normalesup.org/~ramassamy/index.html.en |date = 1 June 2026 |text = This review article is very well-written, mathematically sound and accessible to people outside the field. I only have minor comments below, most of them typos. I recommend publishing the article once the comments are taken into account. General comment: There are several figures next to the text, but the figures don't seem to be cited in the text. I don't know if this is a journal policy, but it looks a bit unusual to me. Second sentence of the abstract: there is twice ""a new polygon"". Maybe you could rephrase it in a way to eliminate one of the occurrences. E.g. something like ""It defines a new polygon whose vertices are obtained as the intersection points of the shortest diagonals of the initial polygon."" End of first paragraph of the abstract: maybe you could already reference Schwartz's original paper here. Euclidean plane: please capitalize the first letter of ""Euclidean"" throughout the article Section ""On polygons"": ""Finally, it is possible that two diagonals are parallel and not intersect"" -> ""and don't intersect"" Section ""On the moduli space of polygons"": it is the first time that I see the term ""projectivity"". I checked that it was indeed correct, but in all the talks/articles that I have seen on the topic, people rather used ""up to projective transformations"". Section ""Historical elements"", last sentence: it is not too clear what that sentence means. The pentagram map pertains to the field of incidence geometry, like these 3 theorems. What are the further similarities ? Further down in the article, in the section ""Pentagons and hexagons"", there is a similar sentence: ""The action of the pentagram map on pentagons and hexagons is similar in spirit to classical configuration theorems in projective geometry such as Pascal's theorem, Desargues's theorem and others"". Is it just the case of pentagons and hexagons that resembles these theorems ? Section ""Definition of the map"", first paragraph: it looks strange to cite Weinreich's paper to justify the rather obvious fact that the dimension of the space of n-gons is 2n. More generally, for review articles in WikiJournal, what is the purpose of citations ? Providing a source where something is nicely explained ? Or providing the first source to show some result ? In this article, it seems to be rather the former. Section ""Definition of the map"", second paragraph: ""Taking the intersection of the two..."" -> ""Taking the intersection of two..."" Section ""Twisted polygons"": ""space of twisted n-gon"" -> ""space of twisted n-gons"" ""the dynamic"" -> ""the dynamics"" It comes with a final s even though it is singular, e.g. ""the dynamics is integrable"" Section ""Pentagons and hexagons"": ""The two following facts"" -> ""The following two facts"" Section ""Poncelet polygons"": circumbscribed -> circumscribed Section ""Poncelet polygons"": ""For a convex Poncelet n-gons"" -> n-gon Section ""ab-coordinates"": I would write ""vertices v_k"" and ""vectors V_k"" rather than ""vertices v_k's"" and ""vectors V_k's"" Section ""As a birational map"": you have twice in a row the word pentagram in the first line Section ""The scaling symmetry"": ""an s"" -> ""and s"". Section ""The scaling symmetry"": ""An homogeneous"" -> ""A homogeneous"". Why do you define the notion of weight in this section ? It looks weird because you don't use it immediately, but only towards the end of the next section. It would suggest moving it much closer to the place where you first use it. Section ""The spectral curve"", last sentence: here you write ""algebraic integrability"". In the next sentence it is called ""algebro-geometric integrability"". I prefer the latter formulation. Section ""The spectral curve"": ""some renormalization it"" -> missing ""of"" Section ""Algebro-geometric integrability"": ""in term of"" -> terms Section ""Dimension of the invariant manifold"": ""For a twisted n-gons"" -> ""For twisted n-gons"" Section ""Dimension of the invariant manifold"": what does it mean that the dimension of the invariant tori drops by 3 for closed n-gons ? That it is always n-3 regardless of the parity of n ? Shouldn't invariant tori always be even-dimensional ? Maybe make a separate sentence discussing the closed n-gons case. Section ""Cluster algebras"": rather than ""special cases of cluster algebra"", I would suggest something like ""special cases of discrete dynamical systems powered by cluster algebras"". Because the pentagram map itself is not a cluster algebra. Also, the mutations of the underlying cluster algebra induced by the pentagram map are only a subset of all possible mutations. Section ""Generalizations"": ""description ... as cluster algebras"" -> maybe ""in terms of cluster algebras"" ? Section ""Generalized pentagram maps"": it could be helpful to write that one recovers the original pentagram map by taking d=2, I={2}, J={1}. What surprises me is that for this original pentagram map the set I and J are not equal and yet it is integrable. How is that compatible with the statement that ""the general case is not integrable"" ? Also, just below, the dented pentagram maps provide another class of integrable examples where I and J are not equal. How do you quantify that most cases are not integrable. Section ""Corrugated polygons"": ""they can retrieved"" -> ""they can be retrieved"" ""Grassmannians polygons"" -> ""Grassmannian polygons"" ""the space of Grassmannians Gr(m,md)"" -> ""the Grassmannian space Gr(m,md)"" ""A point in v"" -> ""A point v"" ""general linear group Gl_{md}"" -> ""general linear group GL_{md}"" ""faithfull"" -> faithful ""generically define"" -> ""generically defines"" ""a new point of v"" -> ""a new point v"" }} {{response|1 =Hello, and thanks a lot for the thorough review. I am a bit embarrassed by the numerous typos, they are now fixed. I also reformulated many items following your suggestions. There remains two points I need to answer to. * Indeed, the citation of papers (even for obvious facts) is more frequent than in classical papers. This is because Wikipedia aims to have every statement linked to a reference (see [[w:Wikipedia:Verifiability]]). Some editors take this very seriously (see [https://en.wikipedia.org/wiki/Wikipedia%20talk:WikiProject%20Mathematics/Archive/2025/Dec this discussion]), so I added citations to almost every paragraphs. I guess it could be mitigated for publication. * I clarified the statement about the dimension of invariant manifolds for closed polygons, with one more citation. According to it, they will always be odd-dimensional. Thanks again, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 15:44, 2 June 2026 (UTC)}} == Peer review 2 == {{review |reviewer =Paul Melotti |Q = Q103240269 |affiliation=Université Paris-Saclay |link =https://www.imo.universite-paris-saclay.fr/~paul.melotti/ |date = 11 June 2026 |text = This is a very well-written summary of results on the pentagram map, a fascinating topic that deserved a good presentation in the wikipedia universe. The paper is presented in a clear and coherent way, and I believe it is accessible to non-specialists, provided some minimal background in projective geometry. As far as I could check, the claims are supported by the plentiful references, and they give a good overview of the topic, its history, connections to various topics in mathematics, and modern perspectives. As a general remark, I think the special property of the map T on the spaces of pentagons and hexagons, stated in Section "Periodic orbits on the moduli space", could be stated earlier in the paper, possibly in an informal way. They are quite striking and, in my opinion, motivate the study of the generic transformation. Here are a few minor remarks: - several references to pictures use the phrase "on Figure...", I believe "in Figure..." is more common. - "its interpretation as a cluster algebra" -> maybe "in terms of a cluster algebra", or something similar, would be more precise. - On reference [2] by Gekhtman and Izosimov, "Integrable Systems and Cluster Algebras", the link to sciencedirect in "Works cited" doesn't seem to work when I click it. This might be on my side, but please check the URL. - "for generic polygons on the real projective plane" -> "in" the projective plane seems more common? - "by taking lines and intersections of them" sound a bit weird to me (but I'm not a native speaker so maybe it's okay) - maybe at the beginning of Section "Coordinates for the moduli space", announce that these will allow for nice expressions of the map T in those coordinates (as it is done in the following section). - "This generically makes a quasiperiodic motion." -> "makes" sounds a bit vague to me, maybe "induces a quasiperiodic motion on the corresponding torus" or something. - In the subsection "Grassmannian polygon", second paragraph, I am a bit confused with notations and conventions. If we represent the vector space $v$ by a basis, and put the vectors in columns, we get a matrix of size $md \times m$ and not $m \times md$ right? And then, the action of $GL_{md}$ you are mentioning is simply multiplication on the left? }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 02:30, 15 June 2026 (UTC) {{response|1 = Hello and many thanks for the review. I implemented the changes following your remarks. There was indeed a confusion in the "Grassmannian polygon" section, which is now fixed. Thank you for your vigilance. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 13:01, 16 June 2026 (UTC)}} == Peer review 3 == {{review |reviewer =Richard Evan Schwartz |Q =Q3893370 |affiliation=Brown University |link = |date = 15 June 2026 |text = This article is an update of the wikipedia page for the pentagram map, which I largely wrote myself. (I wrote almost the entire thing because what had been there initially was not very good.) I think that JB did an excellent job updating the pentagram map page. The article hits the main points : classical geometric results, Arnold-Liouville integrability, algebro-geometric integrability, Lax Pairs, connections to cluster algebras, Glick's result about the collapse point, and various generalizations. }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 20:37, 15 June 2026 (UTC) {{response|1 = Hello and thank you for the review. Indeed, you made a massive contribution to the Wikipedia article, as it can be seen by comparing this two versions: [https://en.wikipedia.org/w/index.php?title=Pentagram%20map&oldid=436156794 before] and [https://en.wikipedia.org/w/index.php?title=Pentagram%20map&oldid=438579263 after]. Of course, as stated in the [[WikiJournal User Group/Publishing|guidelines of the journal]], [https://xtools.wmcloud.org/articleinfo/en.wikipedia.org/Pentagram%20map Wikipedia contributors] are also credited. My contribution to reshape it to the standards of the Wikijournal of Science can be seen [https://en.wikipedia.org/w/index.php?title=Pentagram_map&diff=1359956775&oldid=1317663617 here]. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:17, 16 June 2026 (UTC)}} == Peer review 4 == {{review |credentials=I have co-authored several papers on this subject |date = 21 June 2026 |text = It is a very good review that covers various aspects of the pentagram map. I have noticed one error/typo: in the sentence "The dynamic is trivial for the classes of pentagons and heptagons, but this stops to be the case for polygons with more vertices." heptagons should be replaced by hexagons. I'd suggest to mention the work by Goncharov and Kenyon that, in particular, implies the integrability of the pentagram map: see MR3675462, and a related paper by Izosimov: MR4472585. Perhaps one should also mention the relation to T-systems, see MR3282370. }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 14:06, 30 June 2026 (UTC) h66iiy2lrp380vckuab1isqp2ikw8r0 2817406 2817405 2026-06-30T14:08:27Z OhanaUnited 18921 page header 2817406 wikitext text/x-wiki {{#section-h:{{ARTICLEPAGENAMEE}}}} == Slight modifications of the article == Hello,<br> I imported this page from the Wikipedia article, which I revamped. But since the import, some contributors made helpful comments and edits. I tried to update them all here, but now I stopped and I will just re-import the Wikipedia article when the peer-review process will start. Please notify me when it happens, or re-import it yourself {{=)}}. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 09:48, 13 January 2026 (UTC) ==Peer review 1== {{review |reviewer =Sanjay Ramassamy |Q =Q102641962 |affiliation=Université Paris-Saclay, CNRS, CEA, Institut de Physique Théorique |link =https://www.normalesup.org/~ramassamy/index.html.en |date = 1 June 2026 |text = This review article is very well-written, mathematically sound and accessible to people outside the field. I only have minor comments below, most of them typos. I recommend publishing the article once the comments are taken into account. General comment: There are several figures next to the text, but the figures don't seem to be cited in the text. I don't know if this is a journal policy, but it looks a bit unusual to me. Second sentence of the abstract: there is twice ""a new polygon"". Maybe you could rephrase it in a way to eliminate one of the occurrences. E.g. something like ""It defines a new polygon whose vertices are obtained as the intersection points of the shortest diagonals of the initial polygon."" End of first paragraph of the abstract: maybe you could already reference Schwartz's original paper here. Euclidean plane: please capitalize the first letter of ""Euclidean"" throughout the article Section ""On polygons"": ""Finally, it is possible that two diagonals are parallel and not intersect"" -> ""and don't intersect"" Section ""On the moduli space of polygons"": it is the first time that I see the term ""projectivity"". I checked that it was indeed correct, but in all the talks/articles that I have seen on the topic, people rather used ""up to projective transformations"". Section ""Historical elements"", last sentence: it is not too clear what that sentence means. The pentagram map pertains to the field of incidence geometry, like these 3 theorems. What are the further similarities ? Further down in the article, in the section ""Pentagons and hexagons"", there is a similar sentence: ""The action of the pentagram map on pentagons and hexagons is similar in spirit to classical configuration theorems in projective geometry such as Pascal's theorem, Desargues's theorem and others"". Is it just the case of pentagons and hexagons that resembles these theorems ? Section ""Definition of the map"", first paragraph: it looks strange to cite Weinreich's paper to justify the rather obvious fact that the dimension of the space of n-gons is 2n. More generally, for review articles in WikiJournal, what is the purpose of citations ? Providing a source where something is nicely explained ? Or providing the first source to show some result ? In this article, it seems to be rather the former. Section ""Definition of the map"", second paragraph: ""Taking the intersection of the two..."" -> ""Taking the intersection of two..."" Section ""Twisted polygons"": ""space of twisted n-gon"" -> ""space of twisted n-gons"" ""the dynamic"" -> ""the dynamics"" It comes with a final s even though it is singular, e.g. ""the dynamics is integrable"" Section ""Pentagons and hexagons"": ""The two following facts"" -> ""The following two facts"" Section ""Poncelet polygons"": circumbscribed -> circumscribed Section ""Poncelet polygons"": ""For a convex Poncelet n-gons"" -> n-gon Section ""ab-coordinates"": I would write ""vertices v_k"" and ""vectors V_k"" rather than ""vertices v_k's"" and ""vectors V_k's"" Section ""As a birational map"": you have twice in a row the word pentagram in the first line Section ""The scaling symmetry"": ""an s"" -> ""and s"". Section ""The scaling symmetry"": ""An homogeneous"" -> ""A homogeneous"". Why do you define the notion of weight in this section ? It looks weird because you don't use it immediately, but only towards the end of the next section. It would suggest moving it much closer to the place where you first use it. Section ""The spectral curve"", last sentence: here you write ""algebraic integrability"". In the next sentence it is called ""algebro-geometric integrability"". I prefer the latter formulation. Section ""The spectral curve"": ""some renormalization it"" -> missing ""of"" Section ""Algebro-geometric integrability"": ""in term of"" -> terms Section ""Dimension of the invariant manifold"": ""For a twisted n-gons"" -> ""For twisted n-gons"" Section ""Dimension of the invariant manifold"": what does it mean that the dimension of the invariant tori drops by 3 for closed n-gons ? That it is always n-3 regardless of the parity of n ? Shouldn't invariant tori always be even-dimensional ? Maybe make a separate sentence discussing the closed n-gons case. Section ""Cluster algebras"": rather than ""special cases of cluster algebra"", I would suggest something like ""special cases of discrete dynamical systems powered by cluster algebras"". Because the pentagram map itself is not a cluster algebra. Also, the mutations of the underlying cluster algebra induced by the pentagram map are only a subset of all possible mutations. Section ""Generalizations"": ""description ... as cluster algebras"" -> maybe ""in terms of cluster algebras"" ? Section ""Generalized pentagram maps"": it could be helpful to write that one recovers the original pentagram map by taking d=2, I={2}, J={1}. What surprises me is that for this original pentagram map the set I and J are not equal and yet it is integrable. How is that compatible with the statement that ""the general case is not integrable"" ? Also, just below, the dented pentagram maps provide another class of integrable examples where I and J are not equal. How do you quantify that most cases are not integrable. Section ""Corrugated polygons"": ""they can retrieved"" -> ""they can be retrieved"" ""Grassmannians polygons"" -> ""Grassmannian polygons"" ""the space of Grassmannians Gr(m,md)"" -> ""the Grassmannian space Gr(m,md)"" ""A point in v"" -> ""A point v"" ""general linear group Gl_{md}"" -> ""general linear group GL_{md}"" ""faithfull"" -> faithful ""generically define"" -> ""generically defines"" ""a new point of v"" -> ""a new point v"" }} {{response|1 =Hello, and thanks a lot for the thorough review. I am a bit embarrassed by the numerous typos, they are now fixed. I also reformulated many items following your suggestions. There remains two points I need to answer to. * Indeed, the citation of papers (even for obvious facts) is more frequent than in classical papers. This is because Wikipedia aims to have every statement linked to a reference (see [[w:Wikipedia:Verifiability]]). Some editors take this very seriously (see [https://en.wikipedia.org/wiki/Wikipedia%20talk:WikiProject%20Mathematics/Archive/2025/Dec this discussion]), so I added citations to almost every paragraphs. I guess it could be mitigated for publication. * I clarified the statement about the dimension of invariant manifolds for closed polygons, with one more citation. According to it, they will always be odd-dimensional. Thanks again, [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 15:44, 2 June 2026 (UTC)}} == Peer review 2 == {{review |reviewer =Paul Melotti |Q = Q103240269 |affiliation=Université Paris-Saclay |link =https://www.imo.universite-paris-saclay.fr/~paul.melotti/ |date = 11 June 2026 |text = This is a very well-written summary of results on the pentagram map, a fascinating topic that deserved a good presentation in the wikipedia universe. The paper is presented in a clear and coherent way, and I believe it is accessible to non-specialists, provided some minimal background in projective geometry. As far as I could check, the claims are supported by the plentiful references, and they give a good overview of the topic, its history, connections to various topics in mathematics, and modern perspectives. As a general remark, I think the special property of the map T on the spaces of pentagons and hexagons, stated in Section "Periodic orbits on the moduli space", could be stated earlier in the paper, possibly in an informal way. They are quite striking and, in my opinion, motivate the study of the generic transformation. Here are a few minor remarks: - several references to pictures use the phrase "on Figure...", I believe "in Figure..." is more common. - "its interpretation as a cluster algebra" -> maybe "in terms of a cluster algebra", or something similar, would be more precise. - On reference [2] by Gekhtman and Izosimov, "Integrable Systems and Cluster Algebras", the link to sciencedirect in "Works cited" doesn't seem to work when I click it. This might be on my side, but please check the URL. - "for generic polygons on the real projective plane" -> "in" the projective plane seems more common? - "by taking lines and intersections of them" sound a bit weird to me (but I'm not a native speaker so maybe it's okay) - maybe at the beginning of Section "Coordinates for the moduli space", announce that these will allow for nice expressions of the map T in those coordinates (as it is done in the following section). - "This generically makes a quasiperiodic motion." -> "makes" sounds a bit vague to me, maybe "induces a quasiperiodic motion on the corresponding torus" or something. - In the subsection "Grassmannian polygon", second paragraph, I am a bit confused with notations and conventions. If we represent the vector space $v$ by a basis, and put the vectors in columns, we get a matrix of size $md \times m$ and not $m \times md$ right? And then, the action of $GL_{md}$ you are mentioning is simply multiplication on the left? }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 02:30, 15 June 2026 (UTC) {{response|1 = Hello and many thanks for the review. I implemented the changes following your remarks. There was indeed a confusion in the "Grassmannian polygon" section, which is now fixed. Thank you for your vigilance. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 13:01, 16 June 2026 (UTC)}} == Peer review 3 == {{review |reviewer =Richard Evan Schwartz |Q =Q3893370 |affiliation=Brown University |link = |date = 15 June 2026 |text = This article is an update of the wikipedia page for the pentagram map, which I largely wrote myself. (I wrote almost the entire thing because what had been there initially was not very good.) I think that JB did an excellent job updating the pentagram map page. The article hits the main points : classical geometric results, Arnold-Liouville integrability, algebro-geometric integrability, Lax Pairs, connections to cluster algebras, Glick's result about the collapse point, and various generalizations. }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 20:37, 15 June 2026 (UTC) {{response|1 = Hello and thank you for the review. Indeed, you made a massive contribution to the Wikipedia article, as it can be seen by comparing this two versions: [https://en.wikipedia.org/w/index.php?title=Pentagram%20map&oldid=436156794 before] and [https://en.wikipedia.org/w/index.php?title=Pentagram%20map&oldid=438579263 after]. Of course, as stated in the [[WikiJournal User Group/Publishing|guidelines of the journal]], [https://xtools.wmcloud.org/articleinfo/en.wikipedia.org/Pentagram%20map Wikipedia contributors] are also credited. My contribution to reshape it to the standards of the Wikijournal of Science can be seen [https://en.wikipedia.org/w/index.php?title=Pentagram_map&diff=1359956775&oldid=1317663617 here]. [[User:Regliste|Regliste]] ([[User talk:Regliste|discuss]] • [[Special:Contributions/Regliste|contribs]]) 14:17, 16 June 2026 (UTC)}} == Peer review 4 == {{review |credentials=I have co-authored several papers on this subject |date = 21 June 2026 |text = It is a very good review that covers various aspects of the pentagram map. I have noticed one error/typo: in the sentence "The dynamic is trivial for the classes of pentagons and heptagons, but this stops to be the case for polygons with more vertices." heptagons should be replaced by hexagons. I'd suggest to mention the work by Goncharov and Kenyon that, in particular, implies the integrability of the pentagram map: see MR3675462, and a related paper by Izosimov: MR4472585. Perhaps one should also mention the relation to T-systems, see MR3282370. }} [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 14:06, 30 June 2026 (UTC) qatfd3lb3zkz6a30117kgi07sfo1a8m 0 329146 2817388 2817386 2026-06-30T12:11:29Z Vettere6 3097828 /* Introduction */ 2817388 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == === Definition of "plurilingualism" and goal of the CEFR === Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1): the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168). In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). === The paradoxes of the CEFR (2001 version) === The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. === Development of the Companion Volume (CEFR-CV) === The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. Several explanations, both conceptual and practical, can be put forward. The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). === Plurilingualism in the Companion Volume === It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned at the start of the previous section) is the Reference Framework of Competences for Democratic Culture (RFCDC). For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> === Pros and cons of the new developments: expected changes and criticism === The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) dwzt46d4m92u8ic9c3yn0b4gmlp3h0b 2817390 2817388 2026-06-30T12:15:39Z Vettere6 3097828 2817390 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == === Definition of "plurilingualism" and goal of the CEFR === Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). === The paradoxes of the CEFR (2001 version) === The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. === Development of the Companion Volume (CEFR-CV) === The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. Several explanations, both conceptual and practical, can be put forward. The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). === Plurilingualism in the Companion Volume === It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned at the start of the previous section) is the Reference Framework of Competences for Democratic Culture (RFCDC). For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> === Pros and cons of the new developments: expected changes and criticism === The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) kc7sbvn0zng0def47l8hmw0xmplu0q6 2817391 2817390 2026-06-30T12:16:25Z Vettere6 3097828 /* Definition of "plurilingualism" and goal of the CEFR */ 2817391 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == === Definition of "plurilingualism" and goal of the CEFR === Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). === The paradoxes of the CEFR (2001 version) === The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. === Development of the Companion Volume (CEFR-CV) === The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. Several explanations, both conceptual and practical, can be put forward. The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). === Plurilingualism in the Companion Volume === It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned at the start of the previous section) is the Reference Framework of Competences for Democratic Culture (RFCDC). For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> === Pros and cons of the new developments: expected changes and criticism === The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) bm5cycdzoi2r8pjhtuwqq7ob1jkadov 2817392 2817391 2026-06-30T12:17:04Z Vettere6 3097828 /* Definition of "plurilingualism" and goal of the CEFR */ 2817392 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). === The paradoxes of the CEFR (2001 version) === The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. === Development of the Companion Volume (CEFR-CV) === The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. Several explanations, both conceptual and practical, can be put forward. The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). === Plurilingualism in the Companion Volume === It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned at the start of the previous section) is the Reference Framework of Competences for Democratic Culture (RFCDC). For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> === Pros and cons of the new developments: expected changes and criticism === The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) ezvbxr3nmd17hsptofe5d9wi0jogdbh 2817393 2817392 2026-06-30T12:23:07Z Vettere6 3097828 /* From the original volume to the Companion Volume */ 2817393 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and Practical explanations == The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned at the start of the previous section) is the Reference Framework of Competences for Democratic Culture (RFCDC). For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> === Pros and cons of the new developments: expected changes and criticism === The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) c8vubivgd272k8y6p2z9qxcliyj584y 2817394 2817393 2026-06-30T12:24:04Z Vettere6 3097828 /* Conceptual and Practical explanations */ 2817394 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned at the start of the previous section) is the Reference Framework of Competences for Democratic Culture (RFCDC). For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> === Pros and cons of the new developments: expected changes and criticism === The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) nb2fr6m3biikoscrid2fatgjc2tkinu 2817395 2817394 2026-06-30T12:27:56Z Vettere6 3097828 /* Development of the Companion Volume (CEFR-CV) */ 2817395 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> === Pros and cons of the new developments: expected changes and criticism === The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) ppornx79e7ttj5mf48e8zy74qvoxaqt 2817396 2817395 2026-06-30T12:33:17Z Vettere6 3097828 /* Pros and cons of the new developments: expected changes and criticism */ 2817396 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> == Pros and cons of the new developments: expected changes and criticism == The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == === Multiple choice === <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> === Reflection === Consider the criticisms directed at the CEFR. Is the CEFR-CV better suited to promoting reform in language teaching and learning than its previous version? Make a list of arguments ‘for’ and ‘against’. == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) 27zksuieet2u2qkxvmu6ku61mf38koa 2817397 2817396 2026-06-30T12:37:15Z Vettere6 3097828 /* Reflection */ 2817397 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> == Pros and cons of the new developments: expected changes and criticism == The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle (version intégrale)''. Conseil de l’Europe. http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_FR.doc Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) 0q6kq4a5qkgpacf66gofoot8h2at0ir 2817398 2817397 2026-06-30T12:42:27Z Vettere6 3097828 2817398 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> == Pros and cons of the new developments: expected changes and criticism == The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe''. Council of Europe.https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016802fc3ab Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes / Conseil de l’Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/CARAP-FR.pdf?ver=2018-03-20-120658-740 Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) 02xrzoon5g434mpse0a4kdg4xpwq0pr 2817399 2817398 2026-06-30T12:48:21Z Vettere6 3097828 2817399 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> == Pros and cons of the new developments: expected changes and criticism == The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe''. Council of Europe. https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide pour le développement et la mise en oeuvre de curriculums pour une éducation plurilingue et interculturelle''. Editions du Conseil de l’Europe. Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''FREPA:'' A Framework of Reference for Pluralistic Approaches to Languages and Cultures. Council of Europe. https://www.ecml.at/portals/1/documents/ecml-resources/carap-en.pdf Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Conseil de l’Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) lg7liajjujjqvvqezbdqtrad1f8np0a 2817425 2817399 2026-06-30T16:11:24Z Vettere6 3097828 /* Bibliography */ 2817425 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> == Pros and cons of the new developments: expected changes and criticism == The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe''. Council of Europe. https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe Publishing.l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016806ae621 Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''FREPA:'' A Framework of Reference for Pluralistic Approaches to Languages and Cultures. Council of Europe. https://www.ecml.at/portals/1/documents/ecml-resources/carap-en.pdf Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Council of Europe. (2001). ''Un cadre européen commun de référence pour les langues : Apprendre, enseigner, évaluer''. Didier ; Conseil de l’Europe. https://rm.coe.int/16802fc3a8 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) gjacxmdb9qfnccr3n00na2e0hsc2bd8 2817426 2817425 2026-06-30T16:15:10Z Vettere6 3097828 /* Bibliography */ 2817426 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> == Pros and cons of the new developments: expected changes and criticism == The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe''. Council of Europe. https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe Publishing.l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016806ae621 Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''FREPA:'' A Framework of Reference for Pluralistic Approaches to Languages and Cultures. Council of Europe. https://www.ecml.at/portals/1/documents/ecml-resources/carap-en.pdf Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Council of Europe. (2001). ''Common European Framework of References for Languages: Learning, Teaching, Assessment''. Didier ; Conseil de l’Europe. https://rm.coe.int/1680459f97 Conseil de l’Europe. (2021). ''Un cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer – Volume complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/lang-cecr. Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe (Éd.). (2001). ''Common European framework of reference for languages : Learning, teaching, assessment''. Press syndicate of the University of Cambridge. Council of Europe. (2020). ''Common European framework of reference for languages : Learning, teaching, assessment. Companion volume''. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4. Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) dyyfk1zhamganesh0smps3i96yt02el 2817428 2817426 2026-06-30T16:20:57Z Vettere6 3097828 /* Bibliography */ 2817428 wikitext text/x-wiki {{Education}}{{Course}} == Starting activity == Start by thinking about the following: * What do you know about the CEFR? * In what context is the CEFR discussed? You can search online to find information about the CEFR. * In what context have you heard of language levels (A1 to C2)? Consult the first edition of the Common European Framework of Reference for Languages (Council of Europe, 2001). You will find different language versions [https://www.coe.int/fr/web/common-european-framework-reference-languages/cefr-and-its-language-versions on this page in French] and [https://www.coe.int/en/web/common-european-framework-reference-languages/cefr-and-its-language-versions this page in English]. Read the (short) section 1.3, which defines the term ‘plurilingualism’ for the authors of the CEFR. List what you consider important, for example: * the distinction made between multilingualism and plurilingualism; * what the plurilingual approach emphasises; * what a plurilingual person is capable of doing; * the objective of language teaching and learning according to the CEFR. == Objectives == By the end of this section, you should be able to… * explain how the CEFR, in its original version and its Companion Volume (CEFR-CV), defines and addresses plurilingualism and plurilingual education; * identify the developments and differences between the original 2001 version and the Companion Volume; * provide a critical opinion on the status of plurilingualism in the CEFR and the CEFR-CV. == Key-words == Plurilingualism, CEFR, Companion Volume, plurilingual competence, plurilingual education == Introduction == In 2001, the Common European Framework of Reference for Languages (Council of Europe, 2001) proposed a new approach to language teaching and learning. It promoted an ‘action-oriented’ approach that has become widely adopted in Europe and beyond – at least in theory. It also provides competence descriptors for various language activities. These have also become widely adopted internationally. The authors of the Framework make another suggestion that has been less successful. They propose changing the objective of language teaching and learning. The aim would no longer be to achieve proficiency in several languages, but to help learners develop plurilingual and pluricultural competence. This should enable them to * manage their entire language repertoire to communicate more effectively by drawing on all their resources; * and to activate their existing knowledge and skills to learn new languages. The authors thus aim to overcome the compartmentalisation of language teaching and learning. This could have been a revolution, but its implementation has remained limited in education systems. However, various projects have been funded by the Council of Europe through the European Centre for Modern Languages (in particular the development of a ''Framework of reference for pluralistic approaches'' (Candelier et al., 2007, 2012) and others by the European Commission. The Council of Europe very quickly recognised the difficulty of moving from an educational language policy objective to the reality of language teaching and learning in institutions. It therefore published various guides and additional studies (Beacco, 2007; Beacco et al., 2016; Beacco & Byram, 2003; Coste et al., 2009; Lenz & Berthele, 2010) and, finally, a Companion Volume to the CEFR. This reaffirms the commitment to establishing plurilingual education and emphasises its importance. This section will highlight this evolution from the original volume to the Companion Volume. == History == Plurilingualism is both a human characteristic and a social practice. This phenomenon has existed for far longer than the terms used today to describe it. The history of humanity thus offers numerous examples of plurilingualism. Let us take just one illustrative example: Giovanni Pontano, known as the ‘Gran Pontano’. A politician and intellectual at the court of King Ferdinand in Naples (1458–1494), he practised plurilingualism in his daily life. His example also reflects a largely plurilingual society at the end of the 15th century (Bistagne, 2019). Similarly, the idea of teaching plurilingualism does not date from the Council of Europe’s recent language policies. It has deep historical roots. The educator Jan Amos Comenius is regarded as one of the first to have developed an educational approach to plurilingualism. In his ''Didactica Magna'' (1657), he recommends learning only those languages that will be useful in the future — such as the languages of neighbouring countries, academic or professional languages — in addition to one’s mother tongue. For him, the aim was not to achieve perfection in all languages, but to develop functional proficiency. Furthermore, many education systems have incorporated the use of multiple languages, but this does not always mean they aim for plurilingualism. Some models, such as the Utraquist schools in the Austrian part of the Habsburg Monarchy, facilitate transitions from one language to another, without seeking to keep all languages in use. Other approaches, however, explicitly aim to preserve languages. This is the case with the community schools established in France from the 1970s onwards, such as Diwan (in Breton), Ikastola (in Basque) or Calandreta (in Occitan), which are examples of plurilingual educational models. == From the original volume to the Companion Volume == Let us go back for a moment to the first activity on the concept of plurilingualism in the CEFR (reading chapter 1.3). In the following chapter (1.4), the text establishes a link between language and culture. Plurilingualism is placed within a broader framework: that of pluriculturalism. Thus, plurilingual competence is presented as a component of pluricultural competence. To highlight this link, and drawing on a preparatory study for the Framework (Coste, Moore & Zarate, 2009, though an earlier version from 1997 exists), the CEFR defines the concept of plurilingual and pluricultural competence as follows (Chapter 8.1):<blockquote>[…] the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social agent has proficiency, of varying degrees, in several languages and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw (Council of Europe, 2001, p. 168).</blockquote>In other words, it is not about separate competences for each language or culture, but rather a single, holistic and flexible competence, within which a person can draw on different resources depending on the situation. This plurilingual and pluricultural competence encompasses all of an individual’s languages and cultural experiences — that is to say, their entire linguistic repertoire. With regard to language curricula, the CEFR recommends approaching different languages in relation to one another, rather than as separate entities. It identifies three main approaches to achieving this: * linking the learning of one language to the other languages offered, with a focus on linguistic diversity; * avoiding redundancy and encouraging the transfer of competences between languages; * providing for cross-curricular or transferable knowledge, as part of a holistic language education. The ultimate goal of the curriculum, according to the CEFR, is to enable learners to develop an early plurilingual and pluricultural repertoire, as well as greater awareness, knowledge and confidence in their own competences, so that they can actively draw upon them (Council of Europe, 2001, pp. 129–134). == The paradoxes of the CEFR (2001 version) == The CEFR promotes the development of plurilingual competence but provides no real guidance on how to achieve this, nor any descriptors relating to it. All the descriptors in the 2001 version can be used to assess levels of competence in specific languages, but they overlook plurilingual competence. The same applies to the grids of the [https://www.coe.int/en/web/portfolio/ European Language Portfolio (ELP)], a Council of Europe project launched in line with the CEFR concept. The self-assessment section and the passport encourage learners to self-assess their competences in various languages. The passport allows users to visualise a profile of competences across various languages. It thus partly corresponds to the definition by Coste, Moore and Zarate adopted by the CEFR. This definition states that plurilingual and pluricultural competence is a “existence of a complex or even composite competence on which the social actor may draw (Coste et al. 2009, p. v)”. The portfolio helps one recognise that one does not possess a homogeneous level in a single language or across different languages. However, this remains fairly close to a conception of plurilingualism that juxtaposes competences across different languages. The dynamic nature of plurilingual competence is particularly evident in the reflective section of the PEL. The Companion Volume aims to address the absence of this dimension by proposing specific descriptors for plurilingual competence and mediation. == Development of the Companion Volume ''(CEFR-CV)'' == The CEFR-CV is the result of in-depth reflection on the impact of the CEFR published in 2001, and on the need to incorporate more recent developments in the field of language teaching and learning. Five years after its publication, a survey showed that the CEFR had become the most important document in Europe for language teaching. It helped to harmonise approaches to language teaching and learning by creating a common metalanguage and common reference points. However, despite this success, it did not lead to a fundamental reform of language education based on the concepts it introduced. It is primarily the levels and descriptors that have attracted attention. Widely adopted, they are sometimes perceived not as a reference system, but as rigid standards. As Coste (2007, p. 4) observes:<blockquote>[…] the Framework was seen as a European standard, a kind of prescription or injunction, with contexts being forced, willy-nilly, to fit it - because it came from a European institution, and because other countries, regions, educational establishments, textbook publishers or authors, curriculum planners and test developers took its B2 or C1 as their target and benchmark.</blockquote>In contrast, other concepts have had less impact, such as the action-oriented approach, mediation and plurilingualism (North 2023, p. 2), or the view of the learner as a social actor (CEFR Expert Group, 2023, p. 17). Plurilingualism is thus one of the concepts whose adoption has remained limited since the publication of the CEFR. == Conceptual and practical explanations == * The simplistic interpretation of the distinction between plurilingualism (individual) and multilingualism (society) does not reflect the complexity of the concept. The CEFR-CV therefore emphasises the idea that the addition of distinct languages (multilingualism) and the overcoming of the separation of languages (plurilingualism) can be achieved both in individuals and within communities (CEFR Expert Group, 2023, p. 32). * The CEFR does not provide descriptors for plurilingual competence or for mediation. The operational contribution of the CEFR-CV fills this gap (Yüce, 2019, p. 96). * The CEFR is sometimes regarded as complex and difficult to understand. The CEFR-CV has therefore been designed to be clearer, more accessible and easier to use than the previous version (Council of Europe, 2020, pp. 13–15; North, 2023, p. 1). == Plurilingualism in the Companion Volume ''(CEFR-CV)'' == It should be noted from the outset that the CEFR-CV introduces a series of significant changes that go beyond the issue of plurilingualism alone. Among these changes is the adaptation to sign language, with the development of descriptors for signing proficiency. In this section, only the developments relating to plurilingualism will be presented. The CEFR-CV forms part of a broader framework: among the recent developments it takes into account (mentioned in the Section on the development of the CEFR-CV) is the [https://www.coe.int/en/web/reference-framework-of-competences-for-democratic-culture Reference Framework of Competences for Democratic Culture (RFCDC)]. For an overview of all the developments, please refer to section 2.2 of the 2023 Guide. The philosophy of the RFCDC plays a key role in the CEFR-CV: it broadens the scope of language education by promoting inclusive, plurilingual and intercultural education in the service of democracy, social justice and human rights (CEFR Expert Group, 2023, p. 3). Plurilingualism is highlighted in the CEFR-CV and addressed more explicitly than in the 2001 version. The CEFR-CV offers a broader vision of this, showing that plurilingualism can be understood in various ways: as a sociological and historical fact, as a personal characteristic or aspiration, as an educational philosophy or approach, or even as a socio-political objective aimed at preserving linguistic diversity. This broader vision is also reflected in the link established with the concept of ‘translanguaging’, which is considered here as part of plurilingualism (Council of Europe, 2021, p. 29). With regard to plurilingualism, perhaps the most significant contribution of the CEFR-CV is the introduction of illustrative descriptors for plurilingual and pluricultural competence — tools that were lacking in the original version (North, 2023, p. 4). This competence builds on the CEFR 2001, reaffirming ‘[…] that plurilinguals have a ''single'', interrelated, repertoire that they combine with their general competences and various strategies in order to accomplish tasks’, and that plurilingual competence “involves the ability to call flexibly upon an interrelated, uneven, plurilinguistic repertoire” (Council of Europe, 2020, p. 30). In Chapter 4, the new descriptors are presented. They are grouped into three distinct categories:<blockquote> * Building on plurilingual repertoire ** recognising and acting on cultural, socio-pragmatic and sociolinguistic conventions/cues; ** recognising and interpreting similarities and differences in perspectives, practices and events; ** evaluating neutrally and critically (Council of Europe, 2020, 124). * Plurilingual comprehension ** openness and flexibility to work with different elements from different languages; ** exploiting cues; ** exploiting similarities, recognising “false friends” (from B1 up); ** exploiting parallel sources in different languages (from B1 up); ** collating information from all available sources (in different languages) (Council of Europe, 2020, 126). * Building on plurilingual repertoire ** flexible adaptation to the situation; ** anticipation as to when and to what extent the use of several languages is useful and appropriate; ** adjusting language according to the linguistic skills of interlocutors; ** blending and alternating between languages where necessary; ** explaining and clarifying in different languages; ** encouraging people to use different languages by giving an example (Council of Europe, 2020, 127). </blockquote> == Pros and cons of the new developments: expected changes and criticism == The publication of the CEFR-V is accompanied by hopes of revitalising language teaching and learning, placing greater emphasis on key concepts such as plurilingual and pluricultural competence (as well as the action-oriented approach, mediation and the recognition of the learner as a social actor) — rather than continuing to focus solely on proficiency levels and descriptors. However, the CEFR-CV has also been the subject of criticism, with some even questioning its entire approach: for instance, Coste (2021) highlights the paradox of attempting to adapt something as dynamic as plurilingualism to fixed levels. Maurer and Puren’s (2019) critique focuses on conceptual ambiguities and confusions which they regard as structural, particularly in relation to the pluricultural competence grid. In their view, the CEFR-CV seeks above all to modernise the CEFR for the benefit of certification organisations (Maurer & Puren, p. 140). Volle (2022) goes further and refers to a dissolution of language in action. She sees the CEFR(-CV) as an ‘incredible tool for standardising and uniformising language teaching methods’ (Volle 2022, p. 144) within a managerial framework. == Take home messages == * The CEFR promotes the development of plurilingual (and pluricultural) competence as an objective of language teaching and learning. * The 2001 version does not provide descriptors for plurilingual competence. * This lack of specific descriptors and the difficulty in moving towards a policy objective of plurilingual education led to the drafting and publication of a Companion Volume to the CEFR. * The CEFR-CV is the result of in-depth reflection on the impact of the 2001 CEFR and on the need to incorporate more recent developments in the field of language teaching and learning (such as the CRCCD). * The CEFR-CV promotes plurilingualism (as well as mediation, the action-oriented approach, and sign language) and adds new descriptors for plurilingual education. * The new descriptors for plurilingual and pluricultural competence are grouped into three categories: pluricultural repertoire, plurilingual comprehension and plurilingual repertoire. * Critics argue that the CEFR-CV contributes to the standardisation of language learning on a questionable conceptual basis. == Self-assessment == <quiz display=simple> {Which of the recommendations made in the CEFR (2001) has been particularly successful in language teaching and learning in Europe?} +1. Proficiency levels -2. Plurilingualism -3. The action-oriented approach -4. Mediation -5. Pluriculturalism {Which new descriptors were introduced in the CEFR-CV (2020)?} +1. Descriptors for plurilingual competence +2. Descriptors for signing (using sign language) -3. Descriptors for communicative action -4. Descriptors for task-based teaching {Which of the following statements are correct?} -1. The CEFR-CV fundamentally modifies the concept of multilingualism proposed in the CEFR 2001. +2. In the CEFR-CV, plurilingualism is conceived as a component of a culture of democracy. -3. Sign languages are included in the CEFR 2001. +4. Sign languages are included in the CEFR-CV. +5. The CEFR-CV adopts the concept of a language repertoire. </quiz> == Resources to go further == * Webinar "Aligning to the Common European Framework of Reference for Languages – Companion Volume: a continuous process"   (19 Sep 2024): https://www.youtube.com/live/5xslG-J7NTw * Webinar "Opportunities and challenges for plurilingual and intercultural education in times of AI"  (04 Feb 2025) ** Webinar in English: https://youtube.com/live/byO8nno1jmk ** Webinar in French: https://youtube.com/live/Z-FtmjB9VBk * CEFR Expert Group. (2023). ''A guide to action-oriented, plurilingual and intercultural Education''. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 * ECML: Plurilingual and intercultural education. https://www.ecml.at/en/Thematic-areas/Plurilingual-and-intercultural-education * Linguistic Diversity in the European Union. https://www.anefore.lu/wp-content/uploads/2024/05/Linguistic-diversity-in-the-European-Union.pdf * PlurCur: https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/PlurCur * Language friendly schools: https://languagefriendlyschool.org * Online-books in different languages / Bilderbücher in verschiedenen Sprachen: https://www.amira-lesen.de/# * Schule Merhsprachig Hefte. https://www.schule-mehrsprachig.at/trio/trio-ausgaben * ALL: http://all-literature.wikidot.com/multilingual-online-sources-of-texts * Lost Wor(l)ds: https://www.multilingualism-in-schools.net/category/activities/ == Bibliography == Beacco, J.-C. (2007). ''From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe''. Council of Europe. https://www.coe.int/en/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe Beacco, J.-C., & Byram, M. (2003). ''De la diversité linguistique à l’éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe:'' Conseil de l’Europe. Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Goullier, F., & Panthier, J. (2016). ''Guide for the development and implementation of curricula for plurilingual and intercultural education''. Council of Europe Publishing.l’Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016806ae621 Bistagne, F (2019). Le plurilinguisme, objet d’histoire ? Le royaume de Naples et Giovanni Pontano. Étude de cas linguistique .In ''Écrire l’histoire - Histoire, Littérature, Esthétique'', 19, 117-125. https://hal.science/hal-02610631v1 Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (2007). ''CARAP : cadre de référence pour les approches plurielles des langues et des cultures''. Centre européen pour les langues vivantes. Candelier, M., Camilleri-Grima, A., Castellotti, V., de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Noguerol, A., & Schröder-Sura, A. (with Molinié, M.). (2012). ''FREPA:'' A Framework of Reference for Pluralistic Approaches to Languages and Cultures. Council of Europe. https://www.ecml.at/portals/1/documents/ecml-resources/carap-en.pdf Caravolas, J.A. (2011). J.A. Comenius (1592-1670) et le plurilinguisme. In ''Documents pour l’histoire du français langue étrangère ou seconde'' [En ligne], 43 | 2009. https://doi.org/10.4000/dhfles.826 CEFR Expert Group. (2023). A guide to action-oriented, plurilingual and intercultural Education. Editions du Conseil de l’Europe, Strasbourg. Council of Europe Publishing. https://rm.coe.int/a-guide-to-action-oriented-plurilingual-and-intercultural-education-en/1680b52354 Coste, D. (2007). Contextualising uses of the Common European Framework of Reference for Languages. In Council of Europe, ''The Common European Framework of Reference for Languages (CEFR) and the development of language policies: challenges and responsibilities''. Intergovernmental Language Policy Forum. Report. Council of Europe. Coste, D., Moore, D., & Zarate, G. (2009). ''Compétence plurilingue et pluriculturelle : Vers un cadre européen commun de référence pour l’enseignement et l’apprentissage des langues vivantes. Version révisée et enrichie d’un avant-propos et d’une bibliographie complémentaire''. Éditions du Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_FR.pdf Coste, D. (2021). De Rüschlikon au Volume complémentaire ou Du risque qu’il y a à passer sous les échelles. Vogt, K., & Quetz, J.(Éds.). ''Der neue Begleitband zum Gemeinsamen europäischen Referenzrahmen für Sprachen''. Peter Lang, 35-45. Council of Europe. (2001). ''Common European Framework of References for Languages: Learning, Teaching, Assessment''. Council of Europe Publishing. https://rm.coe.int/1680459f97 Council of Europe. (2020). ''Common European Framework of References for Languages: Learning, Teaching, Assessment''. ''Companion Volume.'' Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4 Lenz, P., & Berthele, R. (2010). ''Prise en compte des compétences plurilingue et interculturelle dans l’évaluation''. Conseil de l’Europe. https://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/Assessment2010_Lenz_FRrev.pdf Maurer, B. & Puren, C. (2019). ''CECR : par ici la sortie !'' Éditions des archives contemporaines. https://eac.ac/publications/9782813003522 North, B. (2023). The CEFR companion volume and the action-oriented approach. In ''ItalianoLinguadue'', 14(2), 1–23. https://doi.org/10.54103/2037-3597/19566 Volle, R.-M. (2022): Le CECR: une conception instrumentale et managériale des langues. ''Didactique du FLES: Recherches et Pratiques 1(1):'' 139-145). Yüce, E. (2019). Plurilingualism and pluriculturalism in the CEFR companion volume. In ''Schriften zur Sprache und Literatur III'' (pp.93-99). https://www.researchgate.net/publication/337243142 == Credits == This resource has been created by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) * Christian Ollivier (Université de La Réunion) * Eva Vetter (Universität Wien) hezjqfcbad921thyzyk2ke3geunx452 0 330281 2817430 2816411 2026-06-30T16:32:13Z ~2026-37576-64 3098067 /* */ improved 2817430 wikitext text/x-wiki [[File:Ipsita.jpg|thumb|Wiccan Priestess- Ipsita Roy Chakraverti Founder Chairperson- Wiccan Brigade]] The '''Wiccan Brigade''' is an organization based in Kolkata, India, dedicated to the study and practice of Wicca, modern Pagan spirituality, mythology, folklore, and occult traditions. It was founded by Ipsita Roy Chakraverti and serves as a platform for individuals interested in exploring alternative spiritual paths and esoteric knowledge. == Purpose == The Wiccan Brigade seeks to provide an environment where students and practitioners may learn about: * Wicca * Pagan traditions * Comparative mythology * Folklore * Symbolism * Ritual practices * Meditation and spiritual development * Occult studies == Background == The organization was established in Kolkata and became one of the most visible Wiccan groups in India. Through public discussions, lectures, media appearances, and educational activities, it has introduced many people to Wiccan philosophy and related traditions. == Areas of Study == === Wicca === Wicca is a modern Pagan religion emphasizing reverence for nature, personal spiritual growth, and ethical responsibility. === Mythology === Members often study mythological traditions from different cultures, including Indian, Greek, Egyptian, Celtic, and Norse sources. === Folklore and Occult Traditions === The Brigade explores historical beliefs, magical traditions, symbols, legends, and cultural interpretations of supernatural phenomena. == Activities == Activities may include: * Group discussions * Educational lectures * Seasonal celebrations * Study circles * Ritual observations * Cultural programs == Educational Value == The Wiccan Brigade may be studied as an example of the development of contemporary Pagan and occult movements in modern India. It also provides insight into the interaction between traditional culture and modern spiritual experimentation. == See Also == * Wicca * Paganism * [[Occultism]] * Comparative Mythology * Ipsita Roy Chakraverti [[Category:Wicca]] [[Category:Occultism]] [[Category:Religion]] [[Category:India]] jhqydlg557mtab61w8nj3efa8p7jhcj 2817431 2817430 2026-06-30T16:38:52Z Atcovi 276019 Reverted edit by [[Special:Contributions/~2026-37576-64|~2026-37576-64]] ([[User_talk:~2026-37576-64|talk]]) to last version by [[User:Atcovi|Atcovi]] using [[Wikiversity:Rollback|rollback]] 2816411 wikitext text/x-wiki {{Prod|How does this fit [[WV:Mission|Wikiversity's learning mission?]]}} [[File:Ipsita.jpg|thumb|Wiccan Priestess- Ipsita Roy Chakraverti Founder Chairperson- Wiccan Brigade]] The '''Wiccan Brigade''' is an organization based in Kolkata, India, dedicated to the study and practice of Wicca, modern Pagan spirituality, mythology, folklore, and occult traditions. It was founded by Ipsita Roy Chakraverti and serves as a platform for individuals interested in exploring alternative spiritual paths and esoteric knowledge. == Purpose == The Wiccan Brigade seeks to provide an environment where students and practitioners may learn about: * Wicca * Pagan traditions * Comparative mythology * Folklore * Symbolism * Ritual practices * Meditation and spiritual development * Occult studies == Background == The organization was established in Kolkata and became one of the most visible Wiccan groups in India. Through public discussions, lectures, media appearances, and educational activities, it has introduced many people to Wiccan philosophy and related traditions. == Areas of Study == === Wicca === Wicca is a modern Pagan religion emphasizing reverence for nature, personal spiritual growth, and ethical responsibility. === Mythology === Members often study mythological traditions from different cultures, including Indian, Greek, Egyptian, Celtic, and Norse sources. === Folklore and Occult Traditions === The Brigade explores historical beliefs, magical traditions, symbols, legends, and cultural interpretations of supernatural phenomena. == Activities == Activities may include: * Group discussions * Educational lectures * Seasonal celebrations * Study circles * Ritual observations * Cultural programs == Educational Value == The Wiccan Brigade may be studied as an example of the development of contemporary Pagan and occult movements in modern India. It also provides insight into the interaction between traditional culture and modern spiritual experimentation. == See Also == * Wicca * Paganism * [[Occultism]] * Comparative Mythology * Ipsita Roy Chakraverti [[Category:Wicca]] [[Category:Occultism]] [[Category:Religion]] [[Category:India]] g3266lwtbwb5r2msajvqfea4kcwhgyg 2817435 2817431 2026-06-30T16:42:43Z Atcovi 276019 expand PROD 2817435 wikitext text/x-wiki {{Prod|How does this fit [[WV:Mission|Wikiversity's learning mission?]]; seems encyclopediac in nature, please see [[Wikiversity:Differences between Wikiversity and Wikipedia]]; see [[Wikiversity:Learning projects]] on how to convert this into a learning project suitable for Wikiversity}} [[File:Ipsita.jpg|thumb|Wiccan Priestess- Ipsita Roy Chakraverti Founder Chairperson- Wiccan Brigade]] The '''Wiccan Brigade''' is an organization based in Kolkata, India, dedicated to the study and practice of Wicca, modern Pagan spirituality, mythology, folklore, and occult traditions. It was founded by Ipsita Roy Chakraverti and serves as a platform for individuals interested in exploring alternative spiritual paths and esoteric knowledge. == Purpose == The Wiccan Brigade seeks to provide an environment where students and practitioners may learn about: * Wicca * Pagan traditions * Comparative mythology * Folklore * Symbolism * Ritual practices * Meditation and spiritual development * Occult studies == Background == The organization was established in Kolkata and became one of the most visible Wiccan groups in India. Through public discussions, lectures, media appearances, and educational activities, it has introduced many people to Wiccan philosophy and related traditions. == Areas of Study == === Wicca === Wicca is a modern Pagan religion emphasizing reverence for nature, personal spiritual growth, and ethical responsibility. === Mythology === Members often study mythological traditions from different cultures, including Indian, Greek, Egyptian, Celtic, and Norse sources. === Folklore and Occult Traditions === The Brigade explores historical beliefs, magical traditions, symbols, legends, and cultural interpretations of supernatural phenomena. == Activities == Activities may include: * Group discussions * Educational lectures * Seasonal celebrations * Study circles * Ritual observations * Cultural programs == Educational Value == The Wiccan Brigade may be studied as an example of the development of contemporary Pagan and occult movements in modern India. It also provides insight into the interaction between traditional culture and modern spiritual experimentation. == See Also == * Wicca * Paganism * [[Occultism]] * Comparative Mythology * Ipsita Roy Chakraverti [[Category:Wicca]] [[Category:Occultism]] [[Category:Religion]] [[Category:India]] 2j9bn3e1m0jhm0ryvuac69egf5aory8 0 330317 2817400 2817371 2026-06-30T13:17:50Z James500 297601 /* */ Add 2817400 wikitext text/x-wiki {{Bibliography}} This part of the [[Universal Bibliography]] is a bibliography of languages. World *Keith Brown and Sarah Ogilvie. Concise Encyclopedia of Languages of the World. Elsevier. 2009. [https://books.google.co.uk/books?id=F2SRqDzB50wC&pg=PP1#v=onepage&q&f=false] *Anatole V Lyovin, Brett Kessler and William R Leben. An Introduction to the Languages of the World. 2nd Ed: 2017: [https://books.google.co.uk/books?id=RQGTDQAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Asya Pereltsvaig. Languages of the World: An Introduction. 2012. [https://books.google.co.uk/books?id=8q06xer0vHkC&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. A Guide to the World's Languages. Vol 1 (Classification). Stanford University Press. 1987. [https://books.google.co.uk/books?id=WAMbAAAAIAAJ] *Bernard Comrie. The World's Major Languages. 2nd Ed: 2009: [https://books.google.co.uk/books?id=9S0rDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *George L. Campbell and Gareth King. Compendium of the World's Languages. 3rd Ed: 2013: [https://books.google.co.uk/books?id=DWAqAAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Martin D Joachim. Languages of the World: Cataloging Issues and Problems. 1993. [https://books.google.co.uk/books?id=6u18PtO0BoQC&pg=PP1#v=onepage&q&f=false] Origin *Roy Harris. Origin Of Language. 1996. [https://books.google.co.uk/books?id=386lU_0oUWoC&pg=PR3#v=onepage&q&f=false] *James R Hurford. Origins of Language: A Slim Guide. 2014. [https://books.google.co.uk/books?id=InTiAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. The Origin of Language: Tracing the Evolution of the Mother Tongue. 1994. [https://books.google.com/books?id=retrAAAAIAAJ] *Language Origin: A Multidisciplinary Approach. 1992. [https://books.google.co.uk/books?id=z_yPBAAAQBAJ&pg=PA1933#v=onepage&q&f=false] *Jürgen Trabant and Sean Ward (eds). New Essays on the Origin of Language. 2001. [https://books.google.co.uk/books?id=Pt501C6Zv94C&pg=PP1#v=onepage&q&f=false] *Claire Lefebvre, Bernard Comrie and Henri Cohen (eds). New Perspectives on the Origins of Language. Studies in Language Companion series, vol 144. [https://books.google.co.uk/books?id=S64bAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Denis Bouchard. The Nature and Origin of Language. 2013. [https://books.google.co.uk/books?id=4cRoAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Giorgio Fano. The Origins and Nature of Language. Indiana University Press. [https://books.google.com/books?id=fdlrAAAAIAAJ] *Jean Aitchison. The Seeds of Speech: Language Origin and Evolution. 1996. Canto Ed: 2000. [https://books.google.co.uk/books?id=68Y5gUavbzwC&pg=PP1#v=onepage&q&f=false] *Morris Swadesh. The Origin and Diversification of Language. 2006. 2017. [https://books.google.co.uk/books?id=klUPEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Prehistory *Rudolf Botha and Chris Knight (eds). The Prehistory of Language. 2009. [https://books.google.co.uk/books?id=36tLTfV_hLcC&pg=PP1#v=onepage&q&f=false] *G Révész. The Origins and Prehistory of Language. Longmans, Green and Co. [https://books.google.co.uk/books?id=GxRZAAAAMAAJ] History *Tore Janson. The History of Languages: An Introduction. 2012. [https://books.google.co.uk/books?id=pE2N7noPfEoC&pg=PP1#v=onepage&q&f=false] *Tore Janson. Speak: A Short History of Languages. 2002. [https://books.google.co.uk/books?id=mAgGOU2XmCAC&pg=PP1#v=onepage&q&f=false] *Nicholas Ostler. Empires of the Word: A Language History of the World. Preface dated 2004. [https://books.google.co.uk/books?id=Mz2kxr6v2X4C&pg=PP1#v=onepage&q&f=false] *Steven Roger Fischer. History of Language. 1999. [https://books.google.co.uk/books?id=5i1Ql7QQy0kC&pg=PP1#v=onepage&q&f=false] *A S Diamond. The History and Origin of Language. 1959: [https://books.google.co.uk/books?id=mjcGAQAAIAAJ]. Routledge Revivals. [https://books.google.co.uk/books?id=P5jiEAAAQBAJ&pg=PA1#v=onepage&q&f=false] *Henry Sweet. The History of Language. 1900. [https://books.google.co.uk/books?id=PC1GGpv7vlsC&pg=PR3#v=onepage&q&f=false] Social history *Peter Burke and Roy Porter (eds). The Social History of Language. 1987. [https://books.google.co.uk/books?id=oyRshxHVV5sC&pg=PP1#v=onepage&q&f=false] Story *Charles Barber. The Story of Language. Pan Books. 1964. [https://books.google.co.uk/books?id=gx0RAQAAIAAJ] *[[w:en:Mario Pei|Mario Pei]]. The Story of Language. 1949. Lippincott. Revised Ed: 1965. [https://books.google.co.uk/books?id=lqEviMzgv7wC]. Review: [https://books.google.co.uk/books?id=aaCvFv11ZJ4C 67] The Literary Guide 82 (May 1952) Classification *April McMahon and Robert McMahon. Language Classification by Numbers. 2005. [https://books.google.co.uk/books?id=CrEUDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *CF and FM Voegelin. Classification and Index of the World's Languages. (Foundations of Linguistics series). Elsevier. New York. 1977. ISBN 0444001557. [https://books.google.co.uk/books?id=2LAuAAAAYAAJ] Extinct *Johannes Friedrich. Extinct Languages. 1957. [https://books.google.co.uk/books?id=SzcDAAAAMAAJ] *K David Harrison. When Languages Die: The Extinction of the World's Languages and the Erosion of Human Knowledge. 2007. [https://books.google.co.uk/books?id=GTfRCwAAQBAJ&pg=PP1#v=onepage&q&f=false] Dead *Coulter H George. How Dead Languages Work. 2020. [https://books.google.co.uk/books?id=xEfWDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Indo-European *Mate Kapović (ed). The Indo-European Languages. 2nd Ed: 2017: [https://books.google.co.uk/books?id=8i0lDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Anna Giacalone Ramat and Paolo Ramat (eds). The Indo-European Languages. 1998. [https://books.google.co.uk/books?id=vwUMNCYbLL0C&pg=PP1#v=onepage&q&f=false] **La Lingue Indoeuropee. 1993. *Philip Baldi. An Introduction to the Indo-European Languages. 1983. [https://books.google.co.uk/books?id=lq-mkL23oh8C&pg=PP1#v=onepage&q&f=false] *W B Lockwood. A Panorama of Indo-European Languages. 1972. [https://books.google.co.uk/books?id=QTLMEQAAQBAJ&pg=PA1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=xJ0cAQAAIAAJ] Anatolian *Donald C Swanson. A Select Bibliography of the Anatolian Languages. 1948. [https://books.google.co.uk/books?id=OR3KP8kCjzUC] Reprinted from Bulletin of the New York Public Library, [https://books.google.co.uk/books?id=ktkaAAAAMAAJ vol 52], nos 5 and 6, May and June 1948, pp 3 to 26. Hittite *Theo van den Hout. The Elements of Hittite. 2011. [https://books.google.co.uk/books?id=QDJNg5Nyef0C&pg=PR3#v=onepage&q&f=false] *Harry A Hoffner Jr and H Craig Melchert. A Grammar of the Hittite Language. [https://books.google.co.uk/books?id=Gq1QEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant and E Adelaide Hahn. A Comparative Grammar of the Hittite Language. 1951. [https://books.google.co.uk/books?id=5GRiAAAAMAAJ] *Jaan Puhvel. Hittite Etymological Dictionary. [https://books.google.co.uk/books?id=kghtOX_crPMC&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant. A Hittite Glossary. 2nd Ed: 1936. Maltese *See [[w:mt:Bibljografija tal-lingwa Maltija]] Judaeo-Spanish (Ladino) *See [[w:lad:Vikipedya:Bibliografia del djudeo-espanyol]] Asian *Cliff Goddard. The Languages of East and Southeast Asia: An Introduction.2005. [https://books.google.co.uk/books?id=364UDAAAQBAJ&pg=PP1#v=onepage&q&f=false] South Asian *Kārumūri V Subbārāo. South Asian Languages: A Syntactic Typology. 2012. [https://books.google.co.uk/books?id=ZCfiGYvpLOQC&pg=PP1#v=onepage&q&f=false] *Veneeta Dayal and Anoop Mahajan. Clause Structure in South Asian Languages. 2004. [https://books.google.co.uk/books?id=puC-wWcl7tQC&pg=PP1#v=onepage&q&f=false] East Asian *Papers in East Asian Languages [https://books.google.co.uk/books?id=JIO5KcazJnYC] *Nam-kil Kim and Henry H Tiee. Studies in East Asian Linguistics. 1985. [https://books.google.co.uk/books?id=vxoaAQAAIAAJ] *Linguistic Interfaces in East-Asian Languages: A Festschrift in Honor of Yoshihisa Kitagawa. (Studies in East Asian Linguistics.) [https://books.google.co.uk/books?id=k8QYEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Benjamin A Elman (ed). Rethinking East Asian Languages, Vernaculars, and Literacies, 1000–1919. [https://books.google.co.uk/books?id=1Q6JBAAAQBAJ&pg=PR1#v=onepage&q&f=false] Chinese, Japanese and Korean *Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. 2012. [https://books.google.co.uk/books?id=HZmpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Chinese and Japanese *Teruhiro Ishiguro and Kang Kwong Luke. Grammar in Cross-Linguistic Perspective: The Syntax, Semantics, and Pragmatics of Japanese and Chinese. (Linguistic insights, vol 57). Peter Lang. 2012. [https://books.google.co.uk/books?id=p1OqlAEACAAJ] Japan and Korea; Japanese and Korean *Nicolas Tranter (ed). The Languages of Japan and Korea. 2012. [https://books.google.co.uk/books?id=QB3DD8qSVnAC&pg=PP1#v=onepage&q&f=false] *Hajime Hoji (ed). Japanese/Korean Linguistics. 1990. vol 1. [https://books.google.co.uk/books?id=Suwm4WrQB6IC&pg=PP7#v=onepage&q&f=false] *Jieun Kiaer and Ben Cagan. Pragmatics in Korean and Japanese Translation. 2023. [https://books.google.co.uk/books?id=vnJ_EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *J Marshall Unger. The Role of Contact in the Origins of the Japanese and Korean Languages. University of Hawaii Press. 2009. [https://books.google.co.uk/books?id=sYULAQAAMAAJ] Japonic *Michinori Shimoji. An Introduction to the Japonic Languages: Grammatical Sketches of Japanese Dialects and Ryukyuan Languages. Brill. 2022. [https://books.google.co.uk/books?id=TO77EAAAQBAJ&pg=PR1#v=onepage&q&f=false] *Yosuke Igarashi, Kenan Celik, Tatsuya Hirako and Hayato Aoi. Word-Prosodic Systems of Japonic Languages. Brill. 2026. [https://books.google.co.uk/books?id=B_3CEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese and Ryukyuan *Moriyo Shimabukuro. The Accentual History of the Japanese and Ryukyuan Languages: A Reconstruction. 2007. [https://books.google.co.uk/books?id=n_V5DwAAQBAJ&pg=PR3#v=onepage&q&f=false] Japan *Masayoshi Shibatani. The Languages of Japan. CUP. 1990. [https://books.google.co.uk/books?id=sD-MFTUiPYgC&pg=PP1#v=onepage&q&f=false] *Handbook of Historical Japanese Linguistics [https://books.google.co.uk/books?id=xjz3EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Christopher Seeley. A History of Writing in Japan. 1991. [https://books.google.co.uk/books?id=KCZ2ya6cg88C&pg=PP1#v=onepage&q&f=false] Series *Handbooks of Japanese Language and Linguistics Ryukyuan *Handbook of the Ryukyuan Languages: History, Structure, and Use [https://books.google.co.uk/books?id=g_FeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] Ainu *Handbook of the Ainu Language [https://books.google.co.uk/books?id=FAmKEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Katsunobu Izutsu. The Ainu Language: A Linguistic Introduction. Hokkaido University of Education. 2004. [https://books.google.co.uk/books?id=ty5kAAAAMAAJ] *Kirsten Refsing. The Ainu Language: The Morphology and Syntax of the Shizunai Dialect. 1986. [https://books.google.co.uk/books?id=LDJkAAAAMAAJ] *Batchelor. An Ainu-English-Japanese Dictionary. 1889: [https://books.google.co.uk/books?id=3gzhqi__TbEC&pg=PP7#v=onepage&q&f=false]. 2nd Ed: 1905: [https://archive.org/details/ainuenglishjapan00batcuoft/page/n4/mode/1up]. *Batchelor. A Grammar of the Ainu Language. 1903. [https://books.google.co.uk/books?id=G_xK9M0bOb8C] ==Japanese== Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] History *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Languages]] 7w78dqwzloxeoti0ii3hyhu8ya8c4gd 2817401 2817400 2026-06-30T13:18:35Z James500 297601 /* Japanese */ Add 2817401 wikitext text/x-wiki {{Bibliography}} This part of the [[Universal Bibliography]] is a bibliography of languages. World *Keith Brown and Sarah Ogilvie. Concise Encyclopedia of Languages of the World. Elsevier. 2009. [https://books.google.co.uk/books?id=F2SRqDzB50wC&pg=PP1#v=onepage&q&f=false] *Anatole V Lyovin, Brett Kessler and William R Leben. An Introduction to the Languages of the World. 2nd Ed: 2017: [https://books.google.co.uk/books?id=RQGTDQAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Asya Pereltsvaig. Languages of the World: An Introduction. 2012. [https://books.google.co.uk/books?id=8q06xer0vHkC&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. A Guide to the World's Languages. Vol 1 (Classification). Stanford University Press. 1987. [https://books.google.co.uk/books?id=WAMbAAAAIAAJ] *Bernard Comrie. The World's Major Languages. 2nd Ed: 2009: [https://books.google.co.uk/books?id=9S0rDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *George L. Campbell and Gareth King. Compendium of the World's Languages. 3rd Ed: 2013: [https://books.google.co.uk/books?id=DWAqAAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Martin D Joachim. Languages of the World: Cataloging Issues and Problems. 1993. [https://books.google.co.uk/books?id=6u18PtO0BoQC&pg=PP1#v=onepage&q&f=false] Origin *Roy Harris. Origin Of Language. 1996. [https://books.google.co.uk/books?id=386lU_0oUWoC&pg=PR3#v=onepage&q&f=false] *James R Hurford. Origins of Language: A Slim Guide. 2014. [https://books.google.co.uk/books?id=InTiAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. The Origin of Language: Tracing the Evolution of the Mother Tongue. 1994. [https://books.google.com/books?id=retrAAAAIAAJ] *Language Origin: A Multidisciplinary Approach. 1992. [https://books.google.co.uk/books?id=z_yPBAAAQBAJ&pg=PA1933#v=onepage&q&f=false] *Jürgen Trabant and Sean Ward (eds). New Essays on the Origin of Language. 2001. [https://books.google.co.uk/books?id=Pt501C6Zv94C&pg=PP1#v=onepage&q&f=false] *Claire Lefebvre, Bernard Comrie and Henri Cohen (eds). New Perspectives on the Origins of Language. Studies in Language Companion series, vol 144. [https://books.google.co.uk/books?id=S64bAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Denis Bouchard. The Nature and Origin of Language. 2013. [https://books.google.co.uk/books?id=4cRoAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Giorgio Fano. The Origins and Nature of Language. Indiana University Press. [https://books.google.com/books?id=fdlrAAAAIAAJ] *Jean Aitchison. The Seeds of Speech: Language Origin and Evolution. 1996. Canto Ed: 2000. [https://books.google.co.uk/books?id=68Y5gUavbzwC&pg=PP1#v=onepage&q&f=false] *Morris Swadesh. The Origin and Diversification of Language. 2006. 2017. [https://books.google.co.uk/books?id=klUPEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Prehistory *Rudolf Botha and Chris Knight (eds). The Prehistory of Language. 2009. [https://books.google.co.uk/books?id=36tLTfV_hLcC&pg=PP1#v=onepage&q&f=false] *G Révész. The Origins and Prehistory of Language. Longmans, Green and Co. [https://books.google.co.uk/books?id=GxRZAAAAMAAJ] History *Tore Janson. The History of Languages: An Introduction. 2012. [https://books.google.co.uk/books?id=pE2N7noPfEoC&pg=PP1#v=onepage&q&f=false] *Tore Janson. Speak: A Short History of Languages. 2002. [https://books.google.co.uk/books?id=mAgGOU2XmCAC&pg=PP1#v=onepage&q&f=false] *Nicholas Ostler. Empires of the Word: A Language History of the World. Preface dated 2004. [https://books.google.co.uk/books?id=Mz2kxr6v2X4C&pg=PP1#v=onepage&q&f=false] *Steven Roger Fischer. History of Language. 1999. [https://books.google.co.uk/books?id=5i1Ql7QQy0kC&pg=PP1#v=onepage&q&f=false] *A S Diamond. The History and Origin of Language. 1959: [https://books.google.co.uk/books?id=mjcGAQAAIAAJ]. Routledge Revivals. [https://books.google.co.uk/books?id=P5jiEAAAQBAJ&pg=PA1#v=onepage&q&f=false] *Henry Sweet. The History of Language. 1900. [https://books.google.co.uk/books?id=PC1GGpv7vlsC&pg=PR3#v=onepage&q&f=false] Social history *Peter Burke and Roy Porter (eds). The Social History of Language. 1987. [https://books.google.co.uk/books?id=oyRshxHVV5sC&pg=PP1#v=onepage&q&f=false] Story *Charles Barber. The Story of Language. Pan Books. 1964. [https://books.google.co.uk/books?id=gx0RAQAAIAAJ] *[[w:en:Mario Pei|Mario Pei]]. The Story of Language. 1949. Lippincott. Revised Ed: 1965. [https://books.google.co.uk/books?id=lqEviMzgv7wC]. Review: [https://books.google.co.uk/books?id=aaCvFv11ZJ4C 67] The Literary Guide 82 (May 1952) Classification *April McMahon and Robert McMahon. Language Classification by Numbers. 2005. [https://books.google.co.uk/books?id=CrEUDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *CF and FM Voegelin. Classification and Index of the World's Languages. (Foundations of Linguistics series). Elsevier. New York. 1977. ISBN 0444001557. [https://books.google.co.uk/books?id=2LAuAAAAYAAJ] Extinct *Johannes Friedrich. Extinct Languages. 1957. [https://books.google.co.uk/books?id=SzcDAAAAMAAJ] *K David Harrison. When Languages Die: The Extinction of the World's Languages and the Erosion of Human Knowledge. 2007. [https://books.google.co.uk/books?id=GTfRCwAAQBAJ&pg=PP1#v=onepage&q&f=false] Dead *Coulter H George. How Dead Languages Work. 2020. [https://books.google.co.uk/books?id=xEfWDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Indo-European *Mate Kapović (ed). The Indo-European Languages. 2nd Ed: 2017: [https://books.google.co.uk/books?id=8i0lDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Anna Giacalone Ramat and Paolo Ramat (eds). The Indo-European Languages. 1998. [https://books.google.co.uk/books?id=vwUMNCYbLL0C&pg=PP1#v=onepage&q&f=false] **La Lingue Indoeuropee. 1993. *Philip Baldi. An Introduction to the Indo-European Languages. 1983. [https://books.google.co.uk/books?id=lq-mkL23oh8C&pg=PP1#v=onepage&q&f=false] *W B Lockwood. A Panorama of Indo-European Languages. 1972. [https://books.google.co.uk/books?id=QTLMEQAAQBAJ&pg=PA1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=xJ0cAQAAIAAJ] Anatolian *Donald C Swanson. A Select Bibliography of the Anatolian Languages. 1948. [https://books.google.co.uk/books?id=OR3KP8kCjzUC] Reprinted from Bulletin of the New York Public Library, [https://books.google.co.uk/books?id=ktkaAAAAMAAJ vol 52], nos 5 and 6, May and June 1948, pp 3 to 26. Hittite *Theo van den Hout. The Elements of Hittite. 2011. [https://books.google.co.uk/books?id=QDJNg5Nyef0C&pg=PR3#v=onepage&q&f=false] *Harry A Hoffner Jr and H Craig Melchert. A Grammar of the Hittite Language. [https://books.google.co.uk/books?id=Gq1QEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant and E Adelaide Hahn. A Comparative Grammar of the Hittite Language. 1951. [https://books.google.co.uk/books?id=5GRiAAAAMAAJ] *Jaan Puhvel. Hittite Etymological Dictionary. [https://books.google.co.uk/books?id=kghtOX_crPMC&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant. A Hittite Glossary. 2nd Ed: 1936. Maltese *See [[w:mt:Bibljografija tal-lingwa Maltija]] Judaeo-Spanish (Ladino) *See [[w:lad:Vikipedya:Bibliografia del djudeo-espanyol]] Asian *Cliff Goddard. The Languages of East and Southeast Asia: An Introduction.2005. [https://books.google.co.uk/books?id=364UDAAAQBAJ&pg=PP1#v=onepage&q&f=false] South Asian *Kārumūri V Subbārāo. South Asian Languages: A Syntactic Typology. 2012. [https://books.google.co.uk/books?id=ZCfiGYvpLOQC&pg=PP1#v=onepage&q&f=false] *Veneeta Dayal and Anoop Mahajan. Clause Structure in South Asian Languages. 2004. [https://books.google.co.uk/books?id=puC-wWcl7tQC&pg=PP1#v=onepage&q&f=false] East Asian *Papers in East Asian Languages [https://books.google.co.uk/books?id=JIO5KcazJnYC] *Nam-kil Kim and Henry H Tiee. Studies in East Asian Linguistics. 1985. [https://books.google.co.uk/books?id=vxoaAQAAIAAJ] *Linguistic Interfaces in East-Asian Languages: A Festschrift in Honor of Yoshihisa Kitagawa. (Studies in East Asian Linguistics.) [https://books.google.co.uk/books?id=k8QYEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Benjamin A Elman (ed). Rethinking East Asian Languages, Vernaculars, and Literacies, 1000–1919. [https://books.google.co.uk/books?id=1Q6JBAAAQBAJ&pg=PR1#v=onepage&q&f=false] Chinese, Japanese and Korean *Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. 2012. [https://books.google.co.uk/books?id=HZmpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Chinese and Japanese *Teruhiro Ishiguro and Kang Kwong Luke. Grammar in Cross-Linguistic Perspective: The Syntax, Semantics, and Pragmatics of Japanese and Chinese. (Linguistic insights, vol 57). Peter Lang. 2012. [https://books.google.co.uk/books?id=p1OqlAEACAAJ] Japan and Korea; Japanese and Korean *Nicolas Tranter (ed). The Languages of Japan and Korea. 2012. [https://books.google.co.uk/books?id=QB3DD8qSVnAC&pg=PP1#v=onepage&q&f=false] *Hajime Hoji (ed). Japanese/Korean Linguistics. 1990. vol 1. [https://books.google.co.uk/books?id=Suwm4WrQB6IC&pg=PP7#v=onepage&q&f=false] *Jieun Kiaer and Ben Cagan. Pragmatics in Korean and Japanese Translation. 2023. [https://books.google.co.uk/books?id=vnJ_EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *J Marshall Unger. The Role of Contact in the Origins of the Japanese and Korean Languages. University of Hawaii Press. 2009. [https://books.google.co.uk/books?id=sYULAQAAMAAJ] Japonic *Michinori Shimoji. An Introduction to the Japonic Languages: Grammatical Sketches of Japanese Dialects and Ryukyuan Languages. Brill. 2022. [https://books.google.co.uk/books?id=TO77EAAAQBAJ&pg=PR1#v=onepage&q&f=false] *Yosuke Igarashi, Kenan Celik, Tatsuya Hirako and Hayato Aoi. Word-Prosodic Systems of Japonic Languages. Brill. 2026. [https://books.google.co.uk/books?id=B_3CEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese and Ryukyuan *Moriyo Shimabukuro. The Accentual History of the Japanese and Ryukyuan Languages: A Reconstruction. 2007. [https://books.google.co.uk/books?id=n_V5DwAAQBAJ&pg=PR3#v=onepage&q&f=false] Japan *Masayoshi Shibatani. The Languages of Japan. CUP. 1990. [https://books.google.co.uk/books?id=sD-MFTUiPYgC&pg=PP1#v=onepage&q&f=false] *Handbook of Historical Japanese Linguistics [https://books.google.co.uk/books?id=xjz3EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Christopher Seeley. A History of Writing in Japan. 1991. [https://books.google.co.uk/books?id=KCZ2ya6cg88C&pg=PP1#v=onepage&q&f=false] Series *Handbooks of Japanese Language and Linguistics Ryukyuan *Handbook of the Ryukyuan Languages: History, Structure, and Use [https://books.google.co.uk/books?id=g_FeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] Ainu *Handbook of the Ainu Language [https://books.google.co.uk/books?id=FAmKEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Katsunobu Izutsu. The Ainu Language: A Linguistic Introduction. Hokkaido University of Education. 2004. [https://books.google.co.uk/books?id=ty5kAAAAMAAJ] *Kirsten Refsing. The Ainu Language: The Morphology and Syntax of the Shizunai Dialect. 1986. [https://books.google.co.uk/books?id=LDJkAAAAMAAJ] *Batchelor. An Ainu-English-Japanese Dictionary. 1889: [https://books.google.co.uk/books?id=3gzhqi__TbEC&pg=PP7#v=onepage&q&f=false]. 2nd Ed: 1905: [https://archive.org/details/ainuenglishjapan00batcuoft/page/n4/mode/1up]. *Batchelor. A Grammar of the Ainu Language. 1903. [https://books.google.co.uk/books?id=G_xK9M0bOb8C] ==Japanese== Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] History *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Languages]] e9lga4a6m7knmhcej0ony69u43lsdo3 2817479 2817401 2026-06-30T22:15:59Z James500 297601 /* Japanese */ Add 2817479 wikitext text/x-wiki {{Bibliography}} This part of the [[Universal Bibliography]] is a bibliography of languages. World *Keith Brown and Sarah Ogilvie. Concise Encyclopedia of Languages of the World. Elsevier. 2009. [https://books.google.co.uk/books?id=F2SRqDzB50wC&pg=PP1#v=onepage&q&f=false] *Anatole V Lyovin, Brett Kessler and William R Leben. An Introduction to the Languages of the World. 2nd Ed: 2017: [https://books.google.co.uk/books?id=RQGTDQAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Asya Pereltsvaig. Languages of the World: An Introduction. 2012. [https://books.google.co.uk/books?id=8q06xer0vHkC&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. A Guide to the World's Languages. Vol 1 (Classification). Stanford University Press. 1987. [https://books.google.co.uk/books?id=WAMbAAAAIAAJ] *Bernard Comrie. The World's Major Languages. 2nd Ed: 2009: [https://books.google.co.uk/books?id=9S0rDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *George L. Campbell and Gareth King. Compendium of the World's Languages. 3rd Ed: 2013: [https://books.google.co.uk/books?id=DWAqAAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Martin D Joachim. Languages of the World: Cataloging Issues and Problems. 1993. [https://books.google.co.uk/books?id=6u18PtO0BoQC&pg=PP1#v=onepage&q&f=false] Origin *Roy Harris. Origin Of Language. 1996. [https://books.google.co.uk/books?id=386lU_0oUWoC&pg=PR3#v=onepage&q&f=false] *James R Hurford. Origins of Language: A Slim Guide. 2014. [https://books.google.co.uk/books?id=InTiAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. The Origin of Language: Tracing the Evolution of the Mother Tongue. 1994. [https://books.google.com/books?id=retrAAAAIAAJ] *Language Origin: A Multidisciplinary Approach. 1992. [https://books.google.co.uk/books?id=z_yPBAAAQBAJ&pg=PA1933#v=onepage&q&f=false] *Jürgen Trabant and Sean Ward (eds). New Essays on the Origin of Language. 2001. [https://books.google.co.uk/books?id=Pt501C6Zv94C&pg=PP1#v=onepage&q&f=false] *Claire Lefebvre, Bernard Comrie and Henri Cohen (eds). New Perspectives on the Origins of Language. Studies in Language Companion series, vol 144. [https://books.google.co.uk/books?id=S64bAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Denis Bouchard. The Nature and Origin of Language. 2013. [https://books.google.co.uk/books?id=4cRoAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Giorgio Fano. The Origins and Nature of Language. Indiana University Press. [https://books.google.com/books?id=fdlrAAAAIAAJ] *Jean Aitchison. The Seeds of Speech: Language Origin and Evolution. 1996. Canto Ed: 2000. [https://books.google.co.uk/books?id=68Y5gUavbzwC&pg=PP1#v=onepage&q&f=false] *Morris Swadesh. The Origin and Diversification of Language. 2006. 2017. [https://books.google.co.uk/books?id=klUPEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Prehistory *Rudolf Botha and Chris Knight (eds). The Prehistory of Language. 2009. [https://books.google.co.uk/books?id=36tLTfV_hLcC&pg=PP1#v=onepage&q&f=false] *G Révész. The Origins and Prehistory of Language. Longmans, Green and Co. [https://books.google.co.uk/books?id=GxRZAAAAMAAJ] History *Tore Janson. The History of Languages: An Introduction. 2012. [https://books.google.co.uk/books?id=pE2N7noPfEoC&pg=PP1#v=onepage&q&f=false] *Tore Janson. Speak: A Short History of Languages. 2002. [https://books.google.co.uk/books?id=mAgGOU2XmCAC&pg=PP1#v=onepage&q&f=false] *Nicholas Ostler. Empires of the Word: A Language History of the World. Preface dated 2004. [https://books.google.co.uk/books?id=Mz2kxr6v2X4C&pg=PP1#v=onepage&q&f=false] *Steven Roger Fischer. History of Language. 1999. [https://books.google.co.uk/books?id=5i1Ql7QQy0kC&pg=PP1#v=onepage&q&f=false] *A S Diamond. The History and Origin of Language. 1959: [https://books.google.co.uk/books?id=mjcGAQAAIAAJ]. Routledge Revivals. [https://books.google.co.uk/books?id=P5jiEAAAQBAJ&pg=PA1#v=onepage&q&f=false] *Henry Sweet. The History of Language. 1900. [https://books.google.co.uk/books?id=PC1GGpv7vlsC&pg=PR3#v=onepage&q&f=false] Social history *Peter Burke and Roy Porter (eds). The Social History of Language. 1987. [https://books.google.co.uk/books?id=oyRshxHVV5sC&pg=PP1#v=onepage&q&f=false] Story *Charles Barber. The Story of Language. Pan Books. 1964. [https://books.google.co.uk/books?id=gx0RAQAAIAAJ] *[[w:en:Mario Pei|Mario Pei]]. The Story of Language. 1949. Lippincott. Revised Ed: 1965. [https://books.google.co.uk/books?id=lqEviMzgv7wC]. Review: [https://books.google.co.uk/books?id=aaCvFv11ZJ4C 67] The Literary Guide 82 (May 1952) Classification *April McMahon and Robert McMahon. Language Classification by Numbers. 2005. [https://books.google.co.uk/books?id=CrEUDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *CF and FM Voegelin. Classification and Index of the World's Languages. (Foundations of Linguistics series). Elsevier. New York. 1977. ISBN 0444001557. [https://books.google.co.uk/books?id=2LAuAAAAYAAJ] Extinct *Johannes Friedrich. Extinct Languages. 1957. [https://books.google.co.uk/books?id=SzcDAAAAMAAJ] *K David Harrison. When Languages Die: The Extinction of the World's Languages and the Erosion of Human Knowledge. 2007. [https://books.google.co.uk/books?id=GTfRCwAAQBAJ&pg=PP1#v=onepage&q&f=false] Dead *Coulter H George. How Dead Languages Work. 2020. [https://books.google.co.uk/books?id=xEfWDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Indo-European *Mate Kapović (ed). The Indo-European Languages. 2nd Ed: 2017: [https://books.google.co.uk/books?id=8i0lDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Anna Giacalone Ramat and Paolo Ramat (eds). The Indo-European Languages. 1998. [https://books.google.co.uk/books?id=vwUMNCYbLL0C&pg=PP1#v=onepage&q&f=false] **La Lingue Indoeuropee. 1993. *Philip Baldi. An Introduction to the Indo-European Languages. 1983. [https://books.google.co.uk/books?id=lq-mkL23oh8C&pg=PP1#v=onepage&q&f=false] *W B Lockwood. A Panorama of Indo-European Languages. 1972. [https://books.google.co.uk/books?id=QTLMEQAAQBAJ&pg=PA1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=xJ0cAQAAIAAJ] Anatolian *Donald C Swanson. A Select Bibliography of the Anatolian Languages. 1948. [https://books.google.co.uk/books?id=OR3KP8kCjzUC] Reprinted from Bulletin of the New York Public Library, [https://books.google.co.uk/books?id=ktkaAAAAMAAJ vol 52], nos 5 and 6, May and June 1948, pp 3 to 26. Hittite *Theo van den Hout. The Elements of Hittite. 2011. [https://books.google.co.uk/books?id=QDJNg5Nyef0C&pg=PR3#v=onepage&q&f=false] *Harry A Hoffner Jr and H Craig Melchert. A Grammar of the Hittite Language. [https://books.google.co.uk/books?id=Gq1QEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant and E Adelaide Hahn. A Comparative Grammar of the Hittite Language. 1951. [https://books.google.co.uk/books?id=5GRiAAAAMAAJ] *Jaan Puhvel. Hittite Etymological Dictionary. [https://books.google.co.uk/books?id=kghtOX_crPMC&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant. A Hittite Glossary. 2nd Ed: 1936. Maltese *See [[w:mt:Bibljografija tal-lingwa Maltija]] Judaeo-Spanish (Ladino) *See [[w:lad:Vikipedya:Bibliografia del djudeo-espanyol]] Asian *Cliff Goddard. The Languages of East and Southeast Asia: An Introduction.2005. [https://books.google.co.uk/books?id=364UDAAAQBAJ&pg=PP1#v=onepage&q&f=false] South Asian *Kārumūri V Subbārāo. South Asian Languages: A Syntactic Typology. 2012. [https://books.google.co.uk/books?id=ZCfiGYvpLOQC&pg=PP1#v=onepage&q&f=false] *Veneeta Dayal and Anoop Mahajan. Clause Structure in South Asian Languages. 2004. [https://books.google.co.uk/books?id=puC-wWcl7tQC&pg=PP1#v=onepage&q&f=false] East Asian *Papers in East Asian Languages [https://books.google.co.uk/books?id=JIO5KcazJnYC] *Nam-kil Kim and Henry H Tiee. Studies in East Asian Linguistics. 1985. [https://books.google.co.uk/books?id=vxoaAQAAIAAJ] *Linguistic Interfaces in East-Asian Languages: A Festschrift in Honor of Yoshihisa Kitagawa. (Studies in East Asian Linguistics.) [https://books.google.co.uk/books?id=k8QYEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Benjamin A Elman (ed). Rethinking East Asian Languages, Vernaculars, and Literacies, 1000–1919. [https://books.google.co.uk/books?id=1Q6JBAAAQBAJ&pg=PR1#v=onepage&q&f=false] Chinese, Japanese and Korean *Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. 2012. [https://books.google.co.uk/books?id=HZmpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Chinese and Japanese *Teruhiro Ishiguro and Kang Kwong Luke. Grammar in Cross-Linguistic Perspective: The Syntax, Semantics, and Pragmatics of Japanese and Chinese. (Linguistic insights, vol 57). Peter Lang. 2012. [https://books.google.co.uk/books?id=p1OqlAEACAAJ] Japan and Korea; Japanese and Korean *Nicolas Tranter (ed). The Languages of Japan and Korea. 2012. [https://books.google.co.uk/books?id=QB3DD8qSVnAC&pg=PP1#v=onepage&q&f=false] *Hajime Hoji (ed). Japanese/Korean Linguistics. 1990. vol 1. [https://books.google.co.uk/books?id=Suwm4WrQB6IC&pg=PP7#v=onepage&q&f=false] *Jieun Kiaer and Ben Cagan. Pragmatics in Korean and Japanese Translation. 2023. [https://books.google.co.uk/books?id=vnJ_EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *J Marshall Unger. The Role of Contact in the Origins of the Japanese and Korean Languages. University of Hawaii Press. 2009. [https://books.google.co.uk/books?id=sYULAQAAMAAJ] Japonic *Michinori Shimoji. An Introduction to the Japonic Languages: Grammatical Sketches of Japanese Dialects and Ryukyuan Languages. Brill. 2022. [https://books.google.co.uk/books?id=TO77EAAAQBAJ&pg=PR1#v=onepage&q&f=false] *Yosuke Igarashi, Kenan Celik, Tatsuya Hirako and Hayato Aoi. Word-Prosodic Systems of Japonic Languages. Brill. 2026. [https://books.google.co.uk/books?id=B_3CEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese and Ryukyuan *Moriyo Shimabukuro. The Accentual History of the Japanese and Ryukyuan Languages: A Reconstruction. 2007. [https://books.google.co.uk/books?id=n_V5DwAAQBAJ&pg=PR3#v=onepage&q&f=false] Japan *Masayoshi Shibatani. The Languages of Japan. CUP. 1990. [https://books.google.co.uk/books?id=sD-MFTUiPYgC&pg=PP1#v=onepage&q&f=false] *Handbook of Historical Japanese Linguistics [https://books.google.co.uk/books?id=xjz3EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Christopher Seeley. A History of Writing in Japan. 1991. [https://books.google.co.uk/books?id=KCZ2ya6cg88C&pg=PP1#v=onepage&q&f=false] Series *Handbooks of Japanese Language and Linguistics Ryukyuan *Handbook of the Ryukyuan Languages: History, Structure, and Use [https://books.google.co.uk/books?id=g_FeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] Ainu *Handbook of the Ainu Language [https://books.google.co.uk/books?id=FAmKEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Katsunobu Izutsu. The Ainu Language: A Linguistic Introduction. Hokkaido University of Education. 2004. [https://books.google.co.uk/books?id=ty5kAAAAMAAJ] *Kirsten Refsing. The Ainu Language: The Morphology and Syntax of the Shizunai Dialect. 1986. [https://books.google.co.uk/books?id=LDJkAAAAMAAJ] *Batchelor. An Ainu-English-Japanese Dictionary. 1889: [https://books.google.co.uk/books?id=3gzhqi__TbEC&pg=PP7#v=onepage&q&f=false]. 2nd Ed: 1905: [https://archive.org/details/ainuenglishjapan00batcuoft/page/n4/mode/1up]. *Batchelor. A Grammar of the Ainu Language. 1903. [https://books.google.co.uk/books?id=G_xK9M0bOb8C] ==Japanese== Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] History *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Languages]] a4ceuon3e5dzi8xg56jgugkdv4aw4so 2817481 2817479 2026-06-30T22:17:28Z James500 297601 /* Japanese */ Add 2817481 wikitext text/x-wiki {{Bibliography}} This part of the [[Universal Bibliography]] is a bibliography of languages. World *Keith Brown and Sarah Ogilvie. Concise Encyclopedia of Languages of the World. Elsevier. 2009. [https://books.google.co.uk/books?id=F2SRqDzB50wC&pg=PP1#v=onepage&q&f=false] *Anatole V Lyovin, Brett Kessler and William R Leben. An Introduction to the Languages of the World. 2nd Ed: 2017: [https://books.google.co.uk/books?id=RQGTDQAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Asya Pereltsvaig. Languages of the World: An Introduction. 2012. [https://books.google.co.uk/books?id=8q06xer0vHkC&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. A Guide to the World's Languages. Vol 1 (Classification). Stanford University Press. 1987. [https://books.google.co.uk/books?id=WAMbAAAAIAAJ] *Bernard Comrie. The World's Major Languages. 2nd Ed: 2009: [https://books.google.co.uk/books?id=9S0rDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *George L. Campbell and Gareth King. Compendium of the World's Languages. 3rd Ed: 2013: [https://books.google.co.uk/books?id=DWAqAAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Martin D Joachim. Languages of the World: Cataloging Issues and Problems. 1993. [https://books.google.co.uk/books?id=6u18PtO0BoQC&pg=PP1#v=onepage&q&f=false] Origin *Roy Harris. Origin Of Language. 1996. [https://books.google.co.uk/books?id=386lU_0oUWoC&pg=PR3#v=onepage&q&f=false] *James R Hurford. Origins of Language: A Slim Guide. 2014. [https://books.google.co.uk/books?id=InTiAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. The Origin of Language: Tracing the Evolution of the Mother Tongue. 1994. [https://books.google.com/books?id=retrAAAAIAAJ] *Language Origin: A Multidisciplinary Approach. 1992. [https://books.google.co.uk/books?id=z_yPBAAAQBAJ&pg=PA1933#v=onepage&q&f=false] *Jürgen Trabant and Sean Ward (eds). New Essays on the Origin of Language. 2001. [https://books.google.co.uk/books?id=Pt501C6Zv94C&pg=PP1#v=onepage&q&f=false] *Claire Lefebvre, Bernard Comrie and Henri Cohen (eds). New Perspectives on the Origins of Language. Studies in Language Companion series, vol 144. [https://books.google.co.uk/books?id=S64bAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Denis Bouchard. The Nature and Origin of Language. 2013. [https://books.google.co.uk/books?id=4cRoAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Giorgio Fano. The Origins and Nature of Language. Indiana University Press. [https://books.google.com/books?id=fdlrAAAAIAAJ] *Jean Aitchison. The Seeds of Speech: Language Origin and Evolution. 1996. Canto Ed: 2000. [https://books.google.co.uk/books?id=68Y5gUavbzwC&pg=PP1#v=onepage&q&f=false] *Morris Swadesh. The Origin and Diversification of Language. 2006. 2017. [https://books.google.co.uk/books?id=klUPEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Prehistory *Rudolf Botha and Chris Knight (eds). The Prehistory of Language. 2009. [https://books.google.co.uk/books?id=36tLTfV_hLcC&pg=PP1#v=onepage&q&f=false] *G Révész. The Origins and Prehistory of Language. Longmans, Green and Co. [https://books.google.co.uk/books?id=GxRZAAAAMAAJ] History *Tore Janson. The History of Languages: An Introduction. 2012. [https://books.google.co.uk/books?id=pE2N7noPfEoC&pg=PP1#v=onepage&q&f=false] *Tore Janson. Speak: A Short History of Languages. 2002. [https://books.google.co.uk/books?id=mAgGOU2XmCAC&pg=PP1#v=onepage&q&f=false] *Nicholas Ostler. Empires of the Word: A Language History of the World. Preface dated 2004. [https://books.google.co.uk/books?id=Mz2kxr6v2X4C&pg=PP1#v=onepage&q&f=false] *Steven Roger Fischer. History of Language. 1999. [https://books.google.co.uk/books?id=5i1Ql7QQy0kC&pg=PP1#v=onepage&q&f=false] *A S Diamond. The History and Origin of Language. 1959: [https://books.google.co.uk/books?id=mjcGAQAAIAAJ]. Routledge Revivals. [https://books.google.co.uk/books?id=P5jiEAAAQBAJ&pg=PA1#v=onepage&q&f=false] *Henry Sweet. The History of Language. 1900. [https://books.google.co.uk/books?id=PC1GGpv7vlsC&pg=PR3#v=onepage&q&f=false] Social history *Peter Burke and Roy Porter (eds). The Social History of Language. 1987. [https://books.google.co.uk/books?id=oyRshxHVV5sC&pg=PP1#v=onepage&q&f=false] Story *Charles Barber. The Story of Language. Pan Books. 1964. [https://books.google.co.uk/books?id=gx0RAQAAIAAJ] *[[w:en:Mario Pei|Mario Pei]]. The Story of Language. 1949. Lippincott. Revised Ed: 1965. [https://books.google.co.uk/books?id=lqEviMzgv7wC]. Review: [https://books.google.co.uk/books?id=aaCvFv11ZJ4C 67] The Literary Guide 82 (May 1952) Classification *April McMahon and Robert McMahon. Language Classification by Numbers. 2005. [https://books.google.co.uk/books?id=CrEUDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *CF and FM Voegelin. Classification and Index of the World's Languages. (Foundations of Linguistics series). Elsevier. New York. 1977. ISBN 0444001557. [https://books.google.co.uk/books?id=2LAuAAAAYAAJ] Extinct *Johannes Friedrich. Extinct Languages. 1957. [https://books.google.co.uk/books?id=SzcDAAAAMAAJ] *K David Harrison. When Languages Die: The Extinction of the World's Languages and the Erosion of Human Knowledge. 2007. [https://books.google.co.uk/books?id=GTfRCwAAQBAJ&pg=PP1#v=onepage&q&f=false] Dead *Coulter H George. How Dead Languages Work. 2020. [https://books.google.co.uk/books?id=xEfWDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Indo-European *Mate Kapović (ed). The Indo-European Languages. 2nd Ed: 2017: [https://books.google.co.uk/books?id=8i0lDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Anna Giacalone Ramat and Paolo Ramat (eds). The Indo-European Languages. 1998. [https://books.google.co.uk/books?id=vwUMNCYbLL0C&pg=PP1#v=onepage&q&f=false] **La Lingue Indoeuropee. 1993. *Philip Baldi. An Introduction to the Indo-European Languages. 1983. [https://books.google.co.uk/books?id=lq-mkL23oh8C&pg=PP1#v=onepage&q&f=false] *W B Lockwood. A Panorama of Indo-European Languages. 1972. [https://books.google.co.uk/books?id=QTLMEQAAQBAJ&pg=PA1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=xJ0cAQAAIAAJ] Anatolian *Donald C Swanson. A Select Bibliography of the Anatolian Languages. 1948. [https://books.google.co.uk/books?id=OR3KP8kCjzUC] Reprinted from Bulletin of the New York Public Library, [https://books.google.co.uk/books?id=ktkaAAAAMAAJ vol 52], nos 5 and 6, May and June 1948, pp 3 to 26. Hittite *Theo van den Hout. The Elements of Hittite. 2011. [https://books.google.co.uk/books?id=QDJNg5Nyef0C&pg=PR3#v=onepage&q&f=false] *Harry A Hoffner Jr and H Craig Melchert. A Grammar of the Hittite Language. [https://books.google.co.uk/books?id=Gq1QEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant and E Adelaide Hahn. A Comparative Grammar of the Hittite Language. 1951. [https://books.google.co.uk/books?id=5GRiAAAAMAAJ] *Jaan Puhvel. Hittite Etymological Dictionary. [https://books.google.co.uk/books?id=kghtOX_crPMC&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant. A Hittite Glossary. 2nd Ed: 1936. Maltese *See [[w:mt:Bibljografija tal-lingwa Maltija]] Judaeo-Spanish (Ladino) *See [[w:lad:Vikipedya:Bibliografia del djudeo-espanyol]] Asian *Cliff Goddard. The Languages of East and Southeast Asia: An Introduction.2005. [https://books.google.co.uk/books?id=364UDAAAQBAJ&pg=PP1#v=onepage&q&f=false] South Asian *Kārumūri V Subbārāo. South Asian Languages: A Syntactic Typology. 2012. [https://books.google.co.uk/books?id=ZCfiGYvpLOQC&pg=PP1#v=onepage&q&f=false] *Veneeta Dayal and Anoop Mahajan. Clause Structure in South Asian Languages. 2004. [https://books.google.co.uk/books?id=puC-wWcl7tQC&pg=PP1#v=onepage&q&f=false] East Asian *Papers in East Asian Languages [https://books.google.co.uk/books?id=JIO5KcazJnYC] *Nam-kil Kim and Henry H Tiee. Studies in East Asian Linguistics. 1985. [https://books.google.co.uk/books?id=vxoaAQAAIAAJ] *Linguistic Interfaces in East-Asian Languages: A Festschrift in Honor of Yoshihisa Kitagawa. (Studies in East Asian Linguistics.) [https://books.google.co.uk/books?id=k8QYEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Benjamin A Elman (ed). Rethinking East Asian Languages, Vernaculars, and Literacies, 1000–1919. [https://books.google.co.uk/books?id=1Q6JBAAAQBAJ&pg=PR1#v=onepage&q&f=false] Chinese, Japanese and Korean *Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. 2012. [https://books.google.co.uk/books?id=HZmpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Chinese and Japanese *Teruhiro Ishiguro and Kang Kwong Luke. Grammar in Cross-Linguistic Perspective: The Syntax, Semantics, and Pragmatics of Japanese and Chinese. (Linguistic insights, vol 57). Peter Lang. 2012. [https://books.google.co.uk/books?id=p1OqlAEACAAJ] Japan and Korea; Japanese and Korean *Nicolas Tranter (ed). The Languages of Japan and Korea. 2012. [https://books.google.co.uk/books?id=QB3DD8qSVnAC&pg=PP1#v=onepage&q&f=false] *Hajime Hoji (ed). Japanese/Korean Linguistics. 1990. vol 1. [https://books.google.co.uk/books?id=Suwm4WrQB6IC&pg=PP7#v=onepage&q&f=false] *Jieun Kiaer and Ben Cagan. Pragmatics in Korean and Japanese Translation. 2023. [https://books.google.co.uk/books?id=vnJ_EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *J Marshall Unger. The Role of Contact in the Origins of the Japanese and Korean Languages. University of Hawaii Press. 2009. [https://books.google.co.uk/books?id=sYULAQAAMAAJ] Japonic *Michinori Shimoji. An Introduction to the Japonic Languages: Grammatical Sketches of Japanese Dialects and Ryukyuan Languages. Brill. 2022. [https://books.google.co.uk/books?id=TO77EAAAQBAJ&pg=PR1#v=onepage&q&f=false] *Yosuke Igarashi, Kenan Celik, Tatsuya Hirako and Hayato Aoi. Word-Prosodic Systems of Japonic Languages. Brill. 2026. [https://books.google.co.uk/books?id=B_3CEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese and Ryukyuan *Moriyo Shimabukuro. The Accentual History of the Japanese and Ryukyuan Languages: A Reconstruction. 2007. [https://books.google.co.uk/books?id=n_V5DwAAQBAJ&pg=PR3#v=onepage&q&f=false] Japan *Masayoshi Shibatani. The Languages of Japan. CUP. 1990. [https://books.google.co.uk/books?id=sD-MFTUiPYgC&pg=PP1#v=onepage&q&f=false] *Handbook of Historical Japanese Linguistics [https://books.google.co.uk/books?id=xjz3EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Christopher Seeley. A History of Writing in Japan. 1991. [https://books.google.co.uk/books?id=KCZ2ya6cg88C&pg=PP1#v=onepage&q&f=false] Series *Handbooks of Japanese Language and Linguistics Ryukyuan *Handbook of the Ryukyuan Languages: History, Structure, and Use [https://books.google.co.uk/books?id=g_FeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] Ainu *Handbook of the Ainu Language [https://books.google.co.uk/books?id=FAmKEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Katsunobu Izutsu. The Ainu Language: A Linguistic Introduction. Hokkaido University of Education. 2004. [https://books.google.co.uk/books?id=ty5kAAAAMAAJ] *Kirsten Refsing. The Ainu Language: The Morphology and Syntax of the Shizunai Dialect. 1986. [https://books.google.co.uk/books?id=LDJkAAAAMAAJ] *Batchelor. An Ainu-English-Japanese Dictionary. 1889: [https://books.google.co.uk/books?id=3gzhqi__TbEC&pg=PP7#v=onepage&q&f=false]. 2nd Ed: 1905: [https://archive.org/details/ainuenglishjapan00batcuoft/page/n4/mode/1up]. *Batchelor. A Grammar of the Ainu Language. 1903. [https://books.google.co.uk/books?id=G_xK9M0bOb8C] ==Japanese== Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] History *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Languages]] l0jrgoyrgnmoud1xbesi0gjv9rmg00o 2817482 2817481 2026-06-30T22:19:27Z James500 297601 /* Japanese */ Add 2817482 wikitext text/x-wiki {{Bibliography}} This part of the [[Universal Bibliography]] is a bibliography of languages. World *Keith Brown and Sarah Ogilvie. Concise Encyclopedia of Languages of the World. Elsevier. 2009. [https://books.google.co.uk/books?id=F2SRqDzB50wC&pg=PP1#v=onepage&q&f=false] *Anatole V Lyovin, Brett Kessler and William R Leben. An Introduction to the Languages of the World. 2nd Ed: 2017: [https://books.google.co.uk/books?id=RQGTDQAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Asya Pereltsvaig. Languages of the World: An Introduction. 2012. [https://books.google.co.uk/books?id=8q06xer0vHkC&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. A Guide to the World's Languages. Vol 1 (Classification). Stanford University Press. 1987. [https://books.google.co.uk/books?id=WAMbAAAAIAAJ] *Bernard Comrie. The World's Major Languages. 2nd Ed: 2009: [https://books.google.co.uk/books?id=9S0rDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *George L. Campbell and Gareth King. Compendium of the World's Languages. 3rd Ed: 2013: [https://books.google.co.uk/books?id=DWAqAAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Martin D Joachim. Languages of the World: Cataloging Issues and Problems. 1993. [https://books.google.co.uk/books?id=6u18PtO0BoQC&pg=PP1#v=onepage&q&f=false] Origin *Roy Harris. Origin Of Language. 1996. [https://books.google.co.uk/books?id=386lU_0oUWoC&pg=PR3#v=onepage&q&f=false] *James R Hurford. Origins of Language: A Slim Guide. 2014. [https://books.google.co.uk/books?id=InTiAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. The Origin of Language: Tracing the Evolution of the Mother Tongue. 1994. [https://books.google.com/books?id=retrAAAAIAAJ] *Language Origin: A Multidisciplinary Approach. 1992. [https://books.google.co.uk/books?id=z_yPBAAAQBAJ&pg=PA1933#v=onepage&q&f=false] *Jürgen Trabant and Sean Ward (eds). New Essays on the Origin of Language. 2001. [https://books.google.co.uk/books?id=Pt501C6Zv94C&pg=PP1#v=onepage&q&f=false] *Claire Lefebvre, Bernard Comrie and Henri Cohen (eds). New Perspectives on the Origins of Language. Studies in Language Companion series, vol 144. [https://books.google.co.uk/books?id=S64bAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Denis Bouchard. The Nature and Origin of Language. 2013. [https://books.google.co.uk/books?id=4cRoAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Giorgio Fano. The Origins and Nature of Language. Indiana University Press. [https://books.google.com/books?id=fdlrAAAAIAAJ] *Jean Aitchison. The Seeds of Speech: Language Origin and Evolution. 1996. Canto Ed: 2000. [https://books.google.co.uk/books?id=68Y5gUavbzwC&pg=PP1#v=onepage&q&f=false] *Morris Swadesh. The Origin and Diversification of Language. 2006. 2017. [https://books.google.co.uk/books?id=klUPEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Prehistory *Rudolf Botha and Chris Knight (eds). The Prehistory of Language. 2009. [https://books.google.co.uk/books?id=36tLTfV_hLcC&pg=PP1#v=onepage&q&f=false] *G Révész. The Origins and Prehistory of Language. Longmans, Green and Co. [https://books.google.co.uk/books?id=GxRZAAAAMAAJ] History *Tore Janson. The History of Languages: An Introduction. 2012. [https://books.google.co.uk/books?id=pE2N7noPfEoC&pg=PP1#v=onepage&q&f=false] *Tore Janson. Speak: A Short History of Languages. 2002. [https://books.google.co.uk/books?id=mAgGOU2XmCAC&pg=PP1#v=onepage&q&f=false] *Nicholas Ostler. Empires of the Word: A Language History of the World. Preface dated 2004. [https://books.google.co.uk/books?id=Mz2kxr6v2X4C&pg=PP1#v=onepage&q&f=false] *Steven Roger Fischer. History of Language. 1999. [https://books.google.co.uk/books?id=5i1Ql7QQy0kC&pg=PP1#v=onepage&q&f=false] *A S Diamond. The History and Origin of Language. 1959: [https://books.google.co.uk/books?id=mjcGAQAAIAAJ]. Routledge Revivals. [https://books.google.co.uk/books?id=P5jiEAAAQBAJ&pg=PA1#v=onepage&q&f=false] *Henry Sweet. The History of Language. 1900. [https://books.google.co.uk/books?id=PC1GGpv7vlsC&pg=PR3#v=onepage&q&f=false] Social history *Peter Burke and Roy Porter (eds). The Social History of Language. 1987. [https://books.google.co.uk/books?id=oyRshxHVV5sC&pg=PP1#v=onepage&q&f=false] Story *Charles Barber. The Story of Language. Pan Books. 1964. [https://books.google.co.uk/books?id=gx0RAQAAIAAJ] *[[w:en:Mario Pei|Mario Pei]]. The Story of Language. 1949. Lippincott. Revised Ed: 1965. [https://books.google.co.uk/books?id=lqEviMzgv7wC]. Review: [https://books.google.co.uk/books?id=aaCvFv11ZJ4C 67] The Literary Guide 82 (May 1952) Classification *April McMahon and Robert McMahon. Language Classification by Numbers. 2005. [https://books.google.co.uk/books?id=CrEUDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *CF and FM Voegelin. Classification and Index of the World's Languages. (Foundations of Linguistics series). Elsevier. New York. 1977. ISBN 0444001557. [https://books.google.co.uk/books?id=2LAuAAAAYAAJ] Extinct *Johannes Friedrich. Extinct Languages. 1957. [https://books.google.co.uk/books?id=SzcDAAAAMAAJ] *K David Harrison. When Languages Die: The Extinction of the World's Languages and the Erosion of Human Knowledge. 2007. [https://books.google.co.uk/books?id=GTfRCwAAQBAJ&pg=PP1#v=onepage&q&f=false] Dead *Coulter H George. How Dead Languages Work. 2020. [https://books.google.co.uk/books?id=xEfWDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Indo-European *Mate Kapović (ed). The Indo-European Languages. 2nd Ed: 2017: [https://books.google.co.uk/books?id=8i0lDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Anna Giacalone Ramat and Paolo Ramat (eds). The Indo-European Languages. 1998. [https://books.google.co.uk/books?id=vwUMNCYbLL0C&pg=PP1#v=onepage&q&f=false] **La Lingue Indoeuropee. 1993. *Philip Baldi. An Introduction to the Indo-European Languages. 1983. [https://books.google.co.uk/books?id=lq-mkL23oh8C&pg=PP1#v=onepage&q&f=false] *W B Lockwood. A Panorama of Indo-European Languages. 1972. [https://books.google.co.uk/books?id=QTLMEQAAQBAJ&pg=PA1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=xJ0cAQAAIAAJ] Anatolian *Donald C Swanson. A Select Bibliography of the Anatolian Languages. 1948. [https://books.google.co.uk/books?id=OR3KP8kCjzUC] Reprinted from Bulletin of the New York Public Library, [https://books.google.co.uk/books?id=ktkaAAAAMAAJ vol 52], nos 5 and 6, May and June 1948, pp 3 to 26. Hittite *Theo van den Hout. The Elements of Hittite. 2011. [https://books.google.co.uk/books?id=QDJNg5Nyef0C&pg=PR3#v=onepage&q&f=false] *Harry A Hoffner Jr and H Craig Melchert. A Grammar of the Hittite Language. [https://books.google.co.uk/books?id=Gq1QEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant and E Adelaide Hahn. A Comparative Grammar of the Hittite Language. 1951. [https://books.google.co.uk/books?id=5GRiAAAAMAAJ] *Jaan Puhvel. Hittite Etymological Dictionary. [https://books.google.co.uk/books?id=kghtOX_crPMC&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant. A Hittite Glossary. 2nd Ed: 1936. Maltese *See [[w:mt:Bibljografija tal-lingwa Maltija]] Judaeo-Spanish (Ladino) *See [[w:lad:Vikipedya:Bibliografia del djudeo-espanyol]] Asian *Cliff Goddard. The Languages of East and Southeast Asia: An Introduction.2005. [https://books.google.co.uk/books?id=364UDAAAQBAJ&pg=PP1#v=onepage&q&f=false] South Asian *Kārumūri V Subbārāo. South Asian Languages: A Syntactic Typology. 2012. [https://books.google.co.uk/books?id=ZCfiGYvpLOQC&pg=PP1#v=onepage&q&f=false] *Veneeta Dayal and Anoop Mahajan. Clause Structure in South Asian Languages. 2004. [https://books.google.co.uk/books?id=puC-wWcl7tQC&pg=PP1#v=onepage&q&f=false] East Asian *Papers in East Asian Languages [https://books.google.co.uk/books?id=JIO5KcazJnYC] *Nam-kil Kim and Henry H Tiee. Studies in East Asian Linguistics. 1985. [https://books.google.co.uk/books?id=vxoaAQAAIAAJ] *Linguistic Interfaces in East-Asian Languages: A Festschrift in Honor of Yoshihisa Kitagawa. (Studies in East Asian Linguistics.) [https://books.google.co.uk/books?id=k8QYEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Benjamin A Elman (ed). Rethinking East Asian Languages, Vernaculars, and Literacies, 1000–1919. [https://books.google.co.uk/books?id=1Q6JBAAAQBAJ&pg=PR1#v=onepage&q&f=false] Chinese, Japanese and Korean *Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. 2012. [https://books.google.co.uk/books?id=HZmpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Chinese and Japanese *Teruhiro Ishiguro and Kang Kwong Luke. Grammar in Cross-Linguistic Perspective: The Syntax, Semantics, and Pragmatics of Japanese and Chinese. (Linguistic insights, vol 57). Peter Lang. 2012. [https://books.google.co.uk/books?id=p1OqlAEACAAJ] Japan and Korea; Japanese and Korean *Nicolas Tranter (ed). The Languages of Japan and Korea. 2012. [https://books.google.co.uk/books?id=QB3DD8qSVnAC&pg=PP1#v=onepage&q&f=false] *Hajime Hoji (ed). Japanese/Korean Linguistics. 1990. vol 1. [https://books.google.co.uk/books?id=Suwm4WrQB6IC&pg=PP7#v=onepage&q&f=false] *Jieun Kiaer and Ben Cagan. Pragmatics in Korean and Japanese Translation. 2023. [https://books.google.co.uk/books?id=vnJ_EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *J Marshall Unger. The Role of Contact in the Origins of the Japanese and Korean Languages. University of Hawaii Press. 2009. [https://books.google.co.uk/books?id=sYULAQAAMAAJ] Japonic *Michinori Shimoji. An Introduction to the Japonic Languages: Grammatical Sketches of Japanese Dialects and Ryukyuan Languages. Brill. 2022. [https://books.google.co.uk/books?id=TO77EAAAQBAJ&pg=PR1#v=onepage&q&f=false] *Yosuke Igarashi, Kenan Celik, Tatsuya Hirako and Hayato Aoi. Word-Prosodic Systems of Japonic Languages. Brill. 2026. [https://books.google.co.uk/books?id=B_3CEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese and Ryukyuan *Moriyo Shimabukuro. The Accentual History of the Japanese and Ryukyuan Languages: A Reconstruction. 2007. [https://books.google.co.uk/books?id=n_V5DwAAQBAJ&pg=PR3#v=onepage&q&f=false] Japan *Masayoshi Shibatani. The Languages of Japan. CUP. 1990. [https://books.google.co.uk/books?id=sD-MFTUiPYgC&pg=PP1#v=onepage&q&f=false] *Handbook of Historical Japanese Linguistics [https://books.google.co.uk/books?id=xjz3EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Christopher Seeley. A History of Writing in Japan. 1991. [https://books.google.co.uk/books?id=KCZ2ya6cg88C&pg=PP1#v=onepage&q&f=false] Series *Handbooks of Japanese Language and Linguistics Ryukyuan *Handbook of the Ryukyuan Languages: History, Structure, and Use [https://books.google.co.uk/books?id=g_FeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] Ainu *Handbook of the Ainu Language [https://books.google.co.uk/books?id=FAmKEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Katsunobu Izutsu. The Ainu Language: A Linguistic Introduction. Hokkaido University of Education. 2004. [https://books.google.co.uk/books?id=ty5kAAAAMAAJ] *Kirsten Refsing. The Ainu Language: The Morphology and Syntax of the Shizunai Dialect. 1986. [https://books.google.co.uk/books?id=LDJkAAAAMAAJ] *Batchelor. An Ainu-English-Japanese Dictionary. 1889: [https://books.google.co.uk/books?id=3gzhqi__TbEC&pg=PP7#v=onepage&q&f=false]. 2nd Ed: 1905: [https://archive.org/details/ainuenglishjapan00batcuoft/page/n4/mode/1up]. *Batchelor. A Grammar of the Ainu Language. 1903. [https://books.google.co.uk/books?id=G_xK9M0bOb8C] ==Japanese== Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] History *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C&pg=PP1#v=onepage&q&f=false] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Languages]] kvvifeng6m5b9te1kj9pv4awmdfz1vo 2817501 2817482 2026-07-01T10:25:50Z James500 297601 /* Japanese */ Content moved to sub page 2817501 wikitext text/x-wiki {{Bibliography}} This part of the [[Universal Bibliography]] is a bibliography of languages. World *Keith Brown and Sarah Ogilvie. Concise Encyclopedia of Languages of the World. Elsevier. 2009. [https://books.google.co.uk/books?id=F2SRqDzB50wC&pg=PP1#v=onepage&q&f=false] *Anatole V Lyovin, Brett Kessler and William R Leben. An Introduction to the Languages of the World. 2nd Ed: 2017: [https://books.google.co.uk/books?id=RQGTDQAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Asya Pereltsvaig. Languages of the World: An Introduction. 2012. [https://books.google.co.uk/books?id=8q06xer0vHkC&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. A Guide to the World's Languages. Vol 1 (Classification). Stanford University Press. 1987. [https://books.google.co.uk/books?id=WAMbAAAAIAAJ] *Bernard Comrie. The World's Major Languages. 2nd Ed: 2009: [https://books.google.co.uk/books?id=9S0rDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *George L. Campbell and Gareth King. Compendium of the World's Languages. 3rd Ed: 2013: [https://books.google.co.uk/books?id=DWAqAAAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Martin D Joachim. Languages of the World: Cataloging Issues and Problems. 1993. [https://books.google.co.uk/books?id=6u18PtO0BoQC&pg=PP1#v=onepage&q&f=false] Origin *Roy Harris. Origin Of Language. 1996. [https://books.google.co.uk/books?id=386lU_0oUWoC&pg=PR3#v=onepage&q&f=false] *James R Hurford. Origins of Language: A Slim Guide. 2014. [https://books.google.co.uk/books?id=InTiAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Merritt Ruhlen. The Origin of Language: Tracing the Evolution of the Mother Tongue. 1994. [https://books.google.com/books?id=retrAAAAIAAJ] *Language Origin: A Multidisciplinary Approach. 1992. [https://books.google.co.uk/books?id=z_yPBAAAQBAJ&pg=PA1933#v=onepage&q&f=false] *Jürgen Trabant and Sean Ward (eds). New Essays on the Origin of Language. 2001. [https://books.google.co.uk/books?id=Pt501C6Zv94C&pg=PP1#v=onepage&q&f=false] *Claire Lefebvre, Bernard Comrie and Henri Cohen (eds). New Perspectives on the Origins of Language. Studies in Language Companion series, vol 144. [https://books.google.co.uk/books?id=S64bAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Denis Bouchard. The Nature and Origin of Language. 2013. [https://books.google.co.uk/books?id=4cRoAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Giorgio Fano. The Origins and Nature of Language. Indiana University Press. [https://books.google.com/books?id=fdlrAAAAIAAJ] *Jean Aitchison. The Seeds of Speech: Language Origin and Evolution. 1996. Canto Ed: 2000. [https://books.google.co.uk/books?id=68Y5gUavbzwC&pg=PP1#v=onepage&q&f=false] *Morris Swadesh. The Origin and Diversification of Language. 2006. 2017. [https://books.google.co.uk/books?id=klUPEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Prehistory *Rudolf Botha and Chris Knight (eds). The Prehistory of Language. 2009. [https://books.google.co.uk/books?id=36tLTfV_hLcC&pg=PP1#v=onepage&q&f=false] *G Révész. The Origins and Prehistory of Language. Longmans, Green and Co. [https://books.google.co.uk/books?id=GxRZAAAAMAAJ] History *Tore Janson. The History of Languages: An Introduction. 2012. [https://books.google.co.uk/books?id=pE2N7noPfEoC&pg=PP1#v=onepage&q&f=false] *Tore Janson. Speak: A Short History of Languages. 2002. [https://books.google.co.uk/books?id=mAgGOU2XmCAC&pg=PP1#v=onepage&q&f=false] *Nicholas Ostler. Empires of the Word: A Language History of the World. Preface dated 2004. [https://books.google.co.uk/books?id=Mz2kxr6v2X4C&pg=PP1#v=onepage&q&f=false] *Steven Roger Fischer. History of Language. 1999. [https://books.google.co.uk/books?id=5i1Ql7QQy0kC&pg=PP1#v=onepage&q&f=false] *A S Diamond. The History and Origin of Language. 1959: [https://books.google.co.uk/books?id=mjcGAQAAIAAJ]. Routledge Revivals. [https://books.google.co.uk/books?id=P5jiEAAAQBAJ&pg=PA1#v=onepage&q&f=false] *Henry Sweet. The History of Language. 1900. [https://books.google.co.uk/books?id=PC1GGpv7vlsC&pg=PR3#v=onepage&q&f=false] Social history *Peter Burke and Roy Porter (eds). The Social History of Language. 1987. [https://books.google.co.uk/books?id=oyRshxHVV5sC&pg=PP1#v=onepage&q&f=false] Story *Charles Barber. The Story of Language. Pan Books. 1964. [https://books.google.co.uk/books?id=gx0RAQAAIAAJ] *[[w:en:Mario Pei|Mario Pei]]. The Story of Language. 1949. Lippincott. Revised Ed: 1965. [https://books.google.co.uk/books?id=lqEviMzgv7wC]. Review: [https://books.google.co.uk/books?id=aaCvFv11ZJ4C 67] The Literary Guide 82 (May 1952) Classification *April McMahon and Robert McMahon. Language Classification by Numbers. 2005. [https://books.google.co.uk/books?id=CrEUDAAAQBAJ&pg=PP1#v=onepage&q&f=false] *CF and FM Voegelin. Classification and Index of the World's Languages. (Foundations of Linguistics series). Elsevier. New York. 1977. ISBN 0444001557. [https://books.google.co.uk/books?id=2LAuAAAAYAAJ] Extinct *Johannes Friedrich. Extinct Languages. 1957. [https://books.google.co.uk/books?id=SzcDAAAAMAAJ] *K David Harrison. When Languages Die: The Extinction of the World's Languages and the Erosion of Human Knowledge. 2007. [https://books.google.co.uk/books?id=GTfRCwAAQBAJ&pg=PP1#v=onepage&q&f=false] Dead *Coulter H George. How Dead Languages Work. 2020. [https://books.google.co.uk/books?id=xEfWDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Indo-European *Mate Kapović (ed). The Indo-European Languages. 2nd Ed: 2017: [https://books.google.co.uk/books?id=8i0lDwAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Anna Giacalone Ramat and Paolo Ramat (eds). The Indo-European Languages. 1998. [https://books.google.co.uk/books?id=vwUMNCYbLL0C&pg=PP1#v=onepage&q&f=false] **La Lingue Indoeuropee. 1993. *Philip Baldi. An Introduction to the Indo-European Languages. 1983. [https://books.google.co.uk/books?id=lq-mkL23oh8C&pg=PP1#v=onepage&q&f=false] *W B Lockwood. A Panorama of Indo-European Languages. 1972. [https://books.google.co.uk/books?id=QTLMEQAAQBAJ&pg=PA1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=xJ0cAQAAIAAJ] Anatolian *Donald C Swanson. A Select Bibliography of the Anatolian Languages. 1948. [https://books.google.co.uk/books?id=OR3KP8kCjzUC] Reprinted from Bulletin of the New York Public Library, [https://books.google.co.uk/books?id=ktkaAAAAMAAJ vol 52], nos 5 and 6, May and June 1948, pp 3 to 26. Hittite *Theo van den Hout. The Elements of Hittite. 2011. [https://books.google.co.uk/books?id=QDJNg5Nyef0C&pg=PR3#v=onepage&q&f=false] *Harry A Hoffner Jr and H Craig Melchert. A Grammar of the Hittite Language. [https://books.google.co.uk/books?id=Gq1QEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant and E Adelaide Hahn. A Comparative Grammar of the Hittite Language. 1951. [https://books.google.co.uk/books?id=5GRiAAAAMAAJ] *Jaan Puhvel. Hittite Etymological Dictionary. [https://books.google.co.uk/books?id=kghtOX_crPMC&pg=PP1#v=onepage&q&f=false] *Edgar H Sturtevant. A Hittite Glossary. 2nd Ed: 1936. Maltese *See [[w:mt:Bibljografija tal-lingwa Maltija]] Judaeo-Spanish (Ladino) *See [[w:lad:Vikipedya:Bibliografia del djudeo-espanyol]] Asian *Cliff Goddard. The Languages of East and Southeast Asia: An Introduction.2005. [https://books.google.co.uk/books?id=364UDAAAQBAJ&pg=PP1#v=onepage&q&f=false] South Asian *Kārumūri V Subbārāo. South Asian Languages: A Syntactic Typology. 2012. [https://books.google.co.uk/books?id=ZCfiGYvpLOQC&pg=PP1#v=onepage&q&f=false] *Veneeta Dayal and Anoop Mahajan. Clause Structure in South Asian Languages. 2004. [https://books.google.co.uk/books?id=puC-wWcl7tQC&pg=PP1#v=onepage&q&f=false] East Asian *Papers in East Asian Languages [https://books.google.co.uk/books?id=JIO5KcazJnYC] *Nam-kil Kim and Henry H Tiee. Studies in East Asian Linguistics. 1985. [https://books.google.co.uk/books?id=vxoaAQAAIAAJ] *Linguistic Interfaces in East-Asian Languages: A Festschrift in Honor of Yoshihisa Kitagawa. (Studies in East Asian Linguistics.) [https://books.google.co.uk/books?id=k8QYEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Benjamin A Elman (ed). Rethinking East Asian Languages, Vernaculars, and Literacies, 1000–1919. [https://books.google.co.uk/books?id=1Q6JBAAAQBAJ&pg=PR1#v=onepage&q&f=false] Chinese, Japanese and Korean *Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean. 2012. [https://books.google.co.uk/books?id=HZmpAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Chinese and Japanese *Teruhiro Ishiguro and Kang Kwong Luke. Grammar in Cross-Linguistic Perspective: The Syntax, Semantics, and Pragmatics of Japanese and Chinese. (Linguistic insights, vol 57). Peter Lang. 2012. [https://books.google.co.uk/books?id=p1OqlAEACAAJ] Japan and Korea; Japanese and Korean *Nicolas Tranter (ed). The Languages of Japan and Korea. 2012. [https://books.google.co.uk/books?id=QB3DD8qSVnAC&pg=PP1#v=onepage&q&f=false] *Hajime Hoji (ed). Japanese/Korean Linguistics. 1990. vol 1. [https://books.google.co.uk/books?id=Suwm4WrQB6IC&pg=PP7#v=onepage&q&f=false] *Jieun Kiaer and Ben Cagan. Pragmatics in Korean and Japanese Translation. 2023. [https://books.google.co.uk/books?id=vnJ_EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *J Marshall Unger. The Role of Contact in the Origins of the Japanese and Korean Languages. University of Hawaii Press. 2009. [https://books.google.co.uk/books?id=sYULAQAAMAAJ] Japonic *Michinori Shimoji. An Introduction to the Japonic Languages: Grammatical Sketches of Japanese Dialects and Ryukyuan Languages. Brill. 2022. [https://books.google.co.uk/books?id=TO77EAAAQBAJ&pg=PR1#v=onepage&q&f=false] *Yosuke Igarashi, Kenan Celik, Tatsuya Hirako and Hayato Aoi. Word-Prosodic Systems of Japonic Languages. Brill. 2026. [https://books.google.co.uk/books?id=B_3CEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Japanese and Ryukyuan *Moriyo Shimabukuro. The Accentual History of the Japanese and Ryukyuan Languages: A Reconstruction. 2007. [https://books.google.co.uk/books?id=n_V5DwAAQBAJ&pg=PR3#v=onepage&q&f=false] Japan *Masayoshi Shibatani. The Languages of Japan. CUP. 1990. [https://books.google.co.uk/books?id=sD-MFTUiPYgC&pg=PP1#v=onepage&q&f=false] *Handbook of Historical Japanese Linguistics [https://books.google.co.uk/books?id=xjz3EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Christopher Seeley. A History of Writing in Japan. 1991. [https://books.google.co.uk/books?id=KCZ2ya6cg88C&pg=PP1#v=onepage&q&f=false] Series *Handbooks of Japanese Language and Linguistics Ryukyuan *Handbook of the Ryukyuan Languages: History, Structure, and Use [https://books.google.co.uk/books?id=g_FeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] Ainu *Handbook of the Ainu Language [https://books.google.co.uk/books?id=FAmKEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Katsunobu Izutsu. The Ainu Language: A Linguistic Introduction. Hokkaido University of Education. 2004. [https://books.google.co.uk/books?id=ty5kAAAAMAAJ] *Kirsten Refsing. The Ainu Language: The Morphology and Syntax of the Shizunai Dialect. 1986. [https://books.google.co.uk/books?id=LDJkAAAAMAAJ] *Batchelor. An Ainu-English-Japanese Dictionary. 1889: [https://books.google.co.uk/books?id=3gzhqi__TbEC&pg=PP7#v=onepage&q&f=false]. 2nd Ed: 1905: [https://archive.org/details/ainuenglishjapan00batcuoft/page/n4/mode/1up]. *Batchelor. A Grammar of the Ainu Language. 1903. [https://books.google.co.uk/books?id=G_xK9M0bOb8C] ==Japanese== See [[Universal Bibliography/Languages/Japanese|Japanese]] [[Category:Languages]] 83o0waoh46ctp4sqw6dy66sjfdnpgac 0 330342 2817434 2816831 2026-06-30T16:42:35Z Atcovi 276019 PROD 2817434 wikitext text/x-wiki {{Prod|How does this fit [[WV:Mission|Wikiversity's learning mission?]]; seems encyclopediac in nature, please see [[Wikiversity:Differences between Wikiversity and Wikipedia]]; see [[Wikiversity:Learning projects]] on how to convert this into a learning project suitable for Wikiversity}} {{history}} The '''Sovabazar Raj''' (also referred to as the '''House of Sovabazar''' or '''Sovabazar royal family''') was a zamindari royal estate which is associated with the palatial residences located in the Shobhabazar area of North Kolkata, West Bengal. This historic site is one of the most significant landmarks representing the grandeur of the Bengali aristocracy during the British colonial era. == History == [[File:Oil Portrait of Maharaja Nabakrishna Deb and Attendee.png|thumb|Oil Portrait of Maharaja Nabakrishna Deb Bahadur]] The lineage was founded by Maharaja Nabakrishna Deb (b.1733 – d.1797). Starting as a modest aristocrat, he amassed significant wealth and influence through his service to the British East India Company, most notably his role as a confidential secretary and negotiator for Robert Clive during the period surrounding the Battle of Plassey (c. 1757). The family is widely recognized for: * '''The Bengal Renaissance:''' The family played a key role in patronizing the intellectual and cultural movements of 19th-century Bengal. * '''Cultural Patronage:''' The residence became a focal point for social and cultural gatherings, hosting luminaries such as Raja Ram Mohan Roy, Rabindranath Tagore, and Swami Vivekananda. * '''Durga Puja:''' In 1757, following the victory at Plassey, Maharaja Nabakrishna Deb initiated the tradition of the grand Durga Puja at the Rajbari, a practice that continues to draw thousands of visitors annually. == The Sovabazar royal family == [[File:Radhakanta Deb-রাধাকান্ত দেব Academic Oil Portrait.png|thumb|Raja Radhakanta Deb of Sovabazar]] The royal clan begins with Maharaja Nabakrishna Deb Bahadur, who left behind two sons, the adopted son Raja Gopimohan Deb (b. 1768) and his own son Raja Raj Krishna Deb. Raja Gopimohan Deb was founder director of Hindu College and founder of famous Dharma Sabha. His son was Radhakanta Deb, whereas Raja Rajkrishna Deb (b.1782 – d.1823) had eight sons. * Shiv Krishna * Kali Krishna * Debi Krishna * Apurbo Krishna Kunvar * Kamal Krishna * Madhab Krishna * Narendra Krishna Deb == The Palaces == [[File:Sovabazar boro Rajbari thakurdalan at Sovabazar area of North Kolkata 01.jpg|thumb|Sovabazar Palace- Seat of Sovabazar royal family]] The family estate consists of two main structures on Raja Nabakrishna Street, both showcasing a blend of traditional Bengali and European architectural styles: === The Main Palace (35 Raja Nabakrishna Street) === Often called ''"Baag ola Bari"'' (House with the Lions), this is the older structure. It served as the primary residence and is known for its: * '''Nat Mandap:''' An open-air pavilion used for religious festivals and cultural performances. * '''Courtyard Architecture:''' A classic ''saat-khilan'' (seven-arched) thakurdalan with intricate multifoil arches. === The Choto Rajbari (33 Raja Nabakrishna Street) === Built by Nabakrishna Deb for his biological son, Raja Rajkrishna Deb, this structure is smaller but equally significant in the history of the family’s legacy. == Architectural Features == The architecture is categorized as a "hybrid" style, common among the *Bonedi Bari* (aristocratic mansions) of Kolkata. Key elements include: * '''Tuscan Columns:''' Used to support wide cornices and galleries. * '''Multifoil Arches:''' Influenced by Mughal and medieval Bengali temple architecture. * '''Palladian influence:''' Seen in the loggias and entrance facades, reflecting the European neoclassical tastes of the 19th-century elite. == Legacy and Preservation == [[File:Durga - Sovabazar Royal Palace - Kolkata 2014-10-03 9201.jpg|thumb|Sovabazar royal family's Durga Puja (2014)]] Today, the Sovabazar Rajbari serves as a symbol of Kolkata’s rich heritage. While parts of the buildings are privately owned and inhabited by descendants of the family, they remain vital heritage sites. Ongoing conservation efforts aim to preserve the structural integrity of the Nat Mandap and the thakurdalan, which have witnessed over 250 years of history. == See Also == * [[History of Kolkata]] * [[Bengal Renaissance]] * [[Durga Puja in Kolkata]] i7ezdujlappgnqysqodppez156eb8fx 0 330375 2817436 2816973 2026-06-30T16:42:50Z Atcovi 276019 PROD 2817436 wikitext text/x-wiki {{Prod|How does this fit [[WV:Mission|Wikiversity's learning mission?]]; seems encyclopediac in nature, please see [[Wikiversity:Differences between Wikiversity and Wikipedia]]; see [[Wikiversity:Learning projects]] on how to convert this into a learning project suitable for Wikiversity}} {{history}} [[File:Rani Rashmoni's Palace.jpg|thumb|Janbazar Raj Palace]] The Janbazar Raj or the Marh family is a distinguished Bengali dynasty of Zamindars and merchants from Kolkata, West Bengal, regarded as key influencers during the Bengali Renaissance. The family rose from humble beginnings as bamboo traders to become prominent social and religious reformers. The most notable figures include Babu Preetoram Marh, Raja Rajchandra Das, and the celebrated philanthropist Rani Rashmoni. == Family History == The family belongs to the Mahishya caste and originally hailed from the Rarh region of Bengal before moving to Howrah. The family's title, "Marh," was earned by Rajchandra's great-grandfather, Kantoram, who was a bamboo trader. Preetoram Marh, Kantoram's grandson, became the Dewan of the Natore Raj and amassed significant wealth, which he used to purchase various Zamindaris and establish an export business. In 1777, Preetoram married Jogmaya Debi, receiving a dowry that included houses in Janbazar and 16 bighas of land, establishing the family's ancestral seat. == Zamindari Estates == The family established several major estates across Bengal: * Navadwip Zamindari: Acquired by the Marh family after previous owners failed to pay taxes; it later became Rani Rashmoni's "Kachari Bari". * Gopalganj Zamindari: Originally the Makimpur Zamindari, it was renamed Gopalganj to honor Nabo Gopal, a great-grandson of Rani Rashmoni. * 24 Parganas Zamindari: Acquired through a mortgage from Prince Dwarkanath Tagore; Rani Rashmoni famously converted this marshy land into productive fisheries for local communities. == The Janbazar Palace == [[File:Kolkata House of Rani Rashmoni.jpg|thumb|Janbazar Palace]] The ancestral mansion, located at the crossing of Rani Rashmoni Road and Surendranath Banerjee Road, was started by Preetoram Marh in 1805 and completed by Rajchandra Das in 1813. * The palace consists of 300 rooms and six courtyards, built at a cost of twenty-five lakh Mohurs. * It includes a Thakurdalan (altar), Natmandir, an armory, and a lake. * The property is currently divided among the descendants of Rani Rashmoni’s three surviving daughters: Padmamani, Kumari, and Jagadamba. == Contributions to Society == The Marh family was known for its public spirit and philanthropy: [[File:Sculpture of Rani Rashmoni at her palace.jpg|left|thumb|Sculpture of the Queen at Janbazar Palace]] * Babughat: Built by Rajchandra Das with thirty-six pillars and separate bathing arrangements for men and women. * Ahiritala Ghat: Another major bathing ghat and pucca house for medical care built by Rajchandra. * Eden Gardens: Originally called Marh Bagan, the land was gifted by Rajchandra Das to Lord Auckland and his sister Emily Eden in gratitude for medical help given to his daughter. * Jadu Babur Bazar: A market in Bhowanipore named after Rani Rashmoni’s grandson, Jadunath Chowdhury, on land she purchased and gifted to him. == Religious Reforms and Temples == The family actively supported social reformers like Raja Rammohan Roy and Ishwar Chandra Vidyasagar in their fights against ''sati'', child marriage, and polygamy. * Dakshineswar Kali Temple: Founded by Rani Rashmoni, this temple became a center for the Bengal Renaissance and famously broke orthodox Brahminical traditions. * Annapurna Temple, Titagarh: Established in 1875 by Rani Rashmoni's daughter Jagadamba Devi and her husband Mathurmohan Biswas. * [[File:Dakshineshwar - Flickr - Kamala L.jpg|thumb|Dakshnieshwar Kali Temple]]Giribala Thakurbari: Founded in 1911 by Giribala Devi, a granddaughter-in-law of Rani Rashmoni. == Conflicts with the British == Rani Rashmoni was famous for her courageous resistance against British authorities: * The Fishing Tax: To protect poor fishermen from a new tax, she leased the Hooghly river for 10,000 rupees and blocked traffic with massive iron chains, forcing the British to revoke the tax. * Durga Puja Dispute: When the British tried to stop a religious procession and fine her, she barricaded the public road (which was her private property), forcing the government to refund the fine and request the road's reopening. == Durga Puja == [[File:Ramakrishna.jpg|left|thumb|Image of Sri. Ramakrishna Paramahansa]] The family's Durga Puja was initiated by Preetoram Marh in 1790 . During Rani Rashmoni's lifetime, the rituals were often conducted by Ramakrishna Paramahansa The tradition is maintained today by four separate branches of the family == Family Lineage == * Preetoram Marh (m. Jogmaya Debi) ** Raja Rajchandra Das (m. Rani Rashmoni) *** Padmamoni Debi (m. Ramchandra Ata) *** Kumari Debi (m. Pyari Mohan Chowdhury) *** Karunamayee Debi (m. Mathurmohan Biswas) *** Jagadamba Debi (m. Mathurmohan Biswas) [[Category:Bengali zamindars]] [[Category:Bengal Renaissance]] [[Category:Business families of India]] [[Category:Palaces in Kolkata]] 7adqv4tlx3566jsmyv8stzsmyb1zlbc 0 330398 2817403 2817195 2026-06-30T13:54:17Z Aokoroko 2811879 2817403 wikitext text/x-wiki == Introduction == This page contains the original C++ source code used to render high-precision fragments of the Mandelbrot set using perturbation theory and 8x8 Super-Sampling Anti-Aliasing (SSAA). Created by [[User:Aokoroko]]. == Key Features == * '''High-Precision Reference:''' The 5000-bit reference trajectory is computed exactly once per zoom layer. * '''Hardware-Native Performance:''' Blazing-fast math for billions of pixels utilizing hardware-native double registers. * When using double-precision floating-point numbers (on the order of 10⁻¹⁵), perturbation theory only allows you to zoom down to the '''10⁻³⁰⁸ level—no further.''' * '''Innovative Algorithm:''' Revolutionary *Reference Reset to Zero* implementation. * '''True 8x8 SSAA:''' Pristine, anti-aliased image quality with 64 independent samples per pixel. * '''OpenMP Multi-threading:''' High-speed parallel computing to maximize CPU utilization. == C++ Source Code == <syntaxhighlight lang="cpp"> #include <iostream> #include <fstream> #include <vector> #include <cmath> #include <cstdint> #include <string> #include <atomic> #include <omp.h> #include <cstdio> #include <iomanip> #include <gmp.h> #include <mpfr.h> using namespace std; const double PI = 3.14159265358979323846; const mpfr_prec_t MPFR_BITS = 5000; #pragma pack(push, 1) struct BMPHeader { uint16_t type{0x4D42}; uint32_t size{0}; uint16_t reserved1{0}; uint16_t reserved2{0}; uint32_t offBits{54}; uint32_t structSize{40}; int32_t width{0}; int32_t height{0}; uint16_t planes{1}; uint16_t bitCount{24}; uint32_t compression{0}; uint32_t sizeImage{0}; int32_t xpelsPerMeter{2834}; int32_t ypelsPerMeter{2834}; uint32_t clrUsed{0}; uint32_t clrImportant{0}; }; #pragma pack(pop) struct ComplexDouble { double re; double im; }; void save_bmp(const string& filename, const vector<uint8_t>& data, int w, int h) { int rowSize = (w * 3 + 3) & ~3; BMPHeader header; header.width = w; header.height = h; header.sizeImage = rowSize * h; header.size = header.sizeImage + 54; ofstream f(filename, ios::binary); f.write(reinterpret_cast<char*>(&header), 54); f.write(reinterpret_cast<const char*>(data.data()), data.size()); f.close(); } int main() { string absc_str, ordi_str, size_str; absc_str = "-1.74907816150520173167912454515663360420734509948112463480292338384"; ordi_str = "-0.00000550991906629096602513098567268615714673236269915508056068145"; size_str = "0.0000000000000000000000000000000000000000000000000000000000000153"; const int targetW = 10000; const int targetH = 10000; const int scale = 8; const int rawW = targetW * scale; const int rawH = targetH * scale; cout << "Step 1: Calculating Raw Map (" << rawW << "x" << rawH << ") using Perturbation..." << endl; vector<uint8_t> iterMap((size_t)rawW * rawH); mpfr_t rx, ry, zr, zi, zr2, zi2, tmp, sz, st; mpfr_inits2(MPFR_BITS, rx, ry, zr, zi, zr2, zi2, tmp, sz, st, NULL); mpfr_set_str(rx, absc_str.c_str(), 10, MPFR_RNDN); mpfr_set_str(ry, ordi_str.c_str(), 10, MPFR_RNDN); mpfr_set_str(sz, size_str.c_str(), 10, MPFR_RNDN); mpfr_div_ui(st, sz, rawW, MPFR_RNDN); double step_d = mpfr_get_d(st, MPFR_RNDN); double ref_rec_d = mpfr_get_d(rx, MPFR_RNDN); double ref_imc_d = mpfr_get_d(ry, MPFR_RNDN); vector<ComplexDouble> ref_orbit_double(50005); mpfr_set_ui(zr, 0, MPFR_RNDN); mpfr_set_ui(zi, 0, MPFR_RNDN); mpfr_set_ui(zr2, 0, MPFR_RNDN); mpfr_set_ui(zi2, 0, MPFR_RNDN); uint32_t ref_i = 0; bool escaped = false; while (ref_i < 50000) { ref_orbit_double[ref_i].re = mpfr_get_d(zr, MPFR_RNDN); ref_orbit_double[ref_i].im = mpfr_get_d(zi, MPFR_RNDN); mpfr_mul(tmp, zr, zi, MPFR_RNDN); mpfr_mul_ui(zi, tmp, 2, MPFR_RNDN); mpfr_add(zi, zi, ry, MPFR_RNDN); mpfr_sub(zr, zr2, zi2, MPFR_RNDN); mpfr_add(zr, zr, rx, MPFR_RNDN); mpfr_mul(zr2, zr, zr, MPFR_RNDN); mpfr_mul(zi2, zi, zi, MPFR_RNDN); if (escaped) { ref_i++; break; } mpfr_add(tmp, zr2, zi2, MPFR_RNDN); if (mpfr_cmp_d(tmp, 4.0) >= 0) { escaped = true; } ref_i++; } ref_orbit_double[ref_i].re = mpfr_get_d(zr, MPFR_RNDN); ref_orbit_double[ref_i].im = mpfr_get_d(zi, MPFR_RNDN); uint32_t max_valid_ref_iter = ref_i; mpfr_clears(rx, ry, zr, zi, zr2, zi2, tmp, sz, st, NULL); atomic<int> linesDone{0}; #pragma omp parallel for schedule(dynamic) for (size_t b = 0; b < (size_t)rawH; ++b) { for (size_t a = 0; a < (size_t)rawW; ++a) { double delta_rec = (double)((long long)a - (rawW / 2)) * step_d; double delta_imc = (double)((long long)b - (rawH / 2)) * step_d; uint32_t index = 0; double delta_re = 0.0; double delta_im = 0.0; double z_re = 0.0; double z_im = 0.0; uint32_t i = 0; const ComplexDouble* ref_ptr = ref_orbit_double.data(); while (i < max_valid_ref_iter) { if ((z_re * z_re + z_im * z_im) >= 40000.0) { break; } if ((z_re * z_re + z_im * z_im) < (delta_re * delta_re + delta_im * delta_im)) { index = 0; delta_re = z_re; delta_im = z_im; } for (int step = 0; step < 2; ++step) { double Ur = ref_ptr[index].re; double Ui = ref_ptr[index].im; double next_delta_im = 2.0 * Ur * delta_im + 2.0 * Ui * delta_re + 2.0 * delta_re * delta_im + delta_imc; delta_re = 2.0 * Ur * delta_re - 2.0 * Ui * delta_im + delta_re * delta_re - delta_im * delta_im + delta_rec; delta_im = next_delta_im; index++; } z_re = ref_ptr[index].re + delta_re; z_im = ref_ptr[index].im + delta_im; i += 2; } int final_t = 50000 - i; if (final_t == 0) { iterMap[b * (size_t)rawW + a] = 255; } else { iterMap[b * (size_t)rawW + a] = (uint8_t)(final_t % 254); } } if (++linesDone % 100 == 0) cout << "Progress: " << linesDone << "/" << rawH << "\r" << flush; } uint8_t pal[256][3]; for (int a = 0; a < 255; ++a) { pal[a][0] = (uint8_t)round(127.0 + 127.0 * cos(2.0 * PI * a / 255.0)); // Blue pal[a][1] = (uint8_t)round(127.0 + 127.0 * sin(2.0 * PI * a / 255.0)); // Green pal[a][2] = (uint8_t)round(127.0 + 127.0 * sin(2.0 * PI * a / 255.0)); // Red } pal[255][0] = 255; pal[255][1] = 255; pal[255][2] = 255; cout << "\nStep 2: Rendering frames..." << endl; int rowSize = (targetW * 3 + 3) & ~3; for (int frame = 0; frame < 255; ++frame) { vector<uint8_t> frameData(rowSize * targetH); #pragma omp parallel for schedule(static) for (int y = 0; y < targetH; ++y) { for (int x = 0; x < targetW; ++x) { uint32_t rSum = 0, gSum = 0, bSum = 0; for (int j = 0; j < scale; ++j) { size_t mapRowIdx = (size_t)(y * scale + j) * rawW; for (int i = 0; i < scale; ++i) { uint8_t t = iterMap[mapRowIdx + (x * scale + i)]; int colorIdx; if (t == 255) { colorIdx = 255; } else { colorIdx = (t - frame + 255) % 255; } bSum += pal[colorIdx][0]; gSum += pal[colorIdx][1]; rSum += pal[colorIdx][2]; } } int outIdx = y * rowSize + x * 3; frameData[outIdx + 0] = (uint8_t)(bSum >> 6); frameData[outIdx + 1] = (uint8_t)(gSum >> 6); frameData[outIdx + 2] = (uint8_t)(rSum >> 6); } } string filename = "Mandelbrot" + to_string(1000 + frame).substr(1) + ".bmp"; save_bmp(filename, frameData, targetW, targetH); cout << "Frame " << frame << "/254 saved. \r" << flush; } return 0; } </syntaxhighlight> == Rendered Examples == <gallery mode="packed" heights="200"> File:Mandelbrot Set Image 107.png|Mandelbrot set fragment using perturbation theory. Final resolution 10,000 x 10,000 pixels. File:Mandelbrot Set Image 108.png|Mandelbrot set fragment using perturbation theory. Final resolution 10,000 x 10,000 pixels. File:Mandelbrot Set Image 109.png|Mandelbrot set fragment using perturbation theory. Final resolution 10,000 x 10,000 pixels. File:Mandelbrot Set Image 110.png|Mandelbrot set fragment using perturbation theory. Final resolution 10,000 x 10,000 pixels. </gallery> == External Links == * [https://github.com/Divetoxx/Mandelbrot Official Mandelbrot CLI Repository on GitHub] — source code, documentation, and pre-compiled releases. * [https://rosettacode.org/wiki/Mandelbrot_set#Perturbation_Theory Rosetta Code: Mandelbrot set Implementation] — C++ perturbation theory optimization showcased in the global code repository. [[Category:Computer graphics]] [[Category:Fractals]] cu1m9sbdh9lnhhptc24ofnnk5x50ydk 0 330404 2817489 2817373 2026-07-01T07:08:35Z Alexander-Barth 3097879 add figure and fix coordinate value x 2817489 wikitext text/x-wiki {{quiz}} === Exercise 1 === Solve for <math>x \in \R</math>: <math>x^2 - 5 x + 6 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -5</math> and <math>c = 6</math>. <math>\Delta = (-5)^2 - 4 \times 1 \times 6 = 25 - 24 = 1</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-5) \pm \sqrt{1}}{2} = \frac{5 \pm 1}{2}</math> The two solutions are <math>x_1=\frac{5 - 1}{2} = 2</math> and <math>x_2=\frac{5 + 1}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 2 === Solve for <math>x \in \R</math>: <math>2 x^2 - 2 x - 12 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 2</math>, <math>b = -2</math> and <math>c = -12</math>. <math>\Delta = (-2)^2 - 4 \times 2 \times (-12) = 4 + 96 = 100</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-2) \pm \sqrt{100}}{2 \times 2} = \frac{2 \pm 10}{4}</math> The two solutions are <math>x_1=\frac{2 - 10}{4} = -2</math> and <math>x_2=\frac{2 + 10}{4} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 3 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 4 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 4</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 4 = 16 - 16 = 0</math> Since <math>\Delta</math> is zero, there is only a single solution: <math>x=\frac{-b}{2a} = \frac{-(-4)}{2 \times 1} = \frac{4}{2} = 2</math> Alternatively, one can solve this equation by using the 2nd binomial formula: <math> \begin{align} x^2 - 4 x + 4 &= 0 \\ (x - 2)^2 &= 0 \\ x - 2 &= 0 \\ x &= 2 \\ \end{align} </math> </div></div><div class="NavEnd"> </div> === Exercise 4 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 5 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 5</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 5 = 16 - 20 = -4</math> Since <math>\Delta</math> is negative, there is no real solution, <math>x \notin \R</math>. </div></div><div class="NavEnd"> </div> === Exercise 5 === Solve for <math>x \in \R</math>: <math>x^2 - \frac{3}{2} x + \frac{1}{2} = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -\frac{3}{2}</math> and <math>c = \frac{1}{2}</math>. <math>\Delta = \left(-\frac{3}{2}\right)^2 - 4 \times 1 \times \frac{1}{2} = \frac{9}{4} - \frac{8}{4} = \frac{1}{4}</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-\left(-\frac{3}{2}\right) \pm \sqrt{\frac{1}{4}}}{2 \times 1} = \frac{\frac{3}{2} \pm \frac{1}{2}}{2} = \frac{3 \pm 1}{4}</math> The two solutions are <math>x_1=\frac{3 - 1}{4} = \frac{1}{2}</math> and <math>x_2=\frac{3 + 1}{4} = 1</math>. Note that one can avoid the fraction here by multiplying all terms of the quadratic equation by 2. </div></div><div class="NavEnd"> </div> === Exercise 6 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 3 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 3</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 3 = 16 - 12 = 4</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-4) \pm \sqrt{4}}{2} = \frac{4 \pm 2}{2}</math> The two solutions are <math>x_1=\frac{4 - 2}{2} = 1</math> and <math>x_2=\frac{4 + 2}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 7 === Solve for <math>x \in \R</math>: <math>100 x^2 - 700 x + 600 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> One approach is to first divide all terms of this equation by 100 to avoid unnecessarily large numbers. <math>x^2 - 7 x + 6 = 0</math> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -7</math> and <math>c = 6</math>. <math>\Delta = (-7)^2 - 4 \times 1 \times 6 = 49 - 24 = 25</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-7) \pm \sqrt{25}}{2} = \frac{7 \pm 5}{2}</math> The two solutions are <math>x_1=\frac{7 - 5}{2} = 1</math> and <math>x_2=\frac{7 + 5}{2} = 6</math> </div></div><div class="NavEnd"> </div> === Exercise 8 === Solve for <math>x \in \R</math>: <math>x^2 - x - d x + d = 0</math> where <math>d \in \R</math>. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -(1+d)</math> and <math>c = d</math>. <math>\Delta = (1+d)^2 - 4 \times 1 \times d = 1 + 2 d + d^2 - 4 d = 1 - 2d + d^2 = (1-d)^2</math> Note that <math>\Delta</math> is positive (or zero if <math>d=1</math>). There are thus two (or one) solution(s): <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{1+d \pm |1-d|}{2}</math> There is no need to discuss the sign of <math>1-d</math> as both cases are handled anyway with the <math>\pm</math> sign. The solutions are <math>x_1=\frac{1+d - (1-d)}{2} = d</math> and <math>x_2=\frac{1+d + 1 - d}{2} = 1</math>. Indeed, when <math>d=1</math>, both solutions are equal. </div></div><div class="NavEnd"> </div> === Exercise 9 === Find the intersection between parabola <math>f(x) = x^2 - x - 2</math> and the line <math>g(x) = x+1</math>. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 - x - 2 &= x+1 \\ x^2 - 2x - 3 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 1 \times (-3) = 4 + 12 = 16</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 4}{2}</math> The solutions are <math>x_1=-1</math> and <math>x_2=3</math>. The corresponding <math>y</math>-values are <math>y_1=x_1+1 = 0</math> and <math>y_2=x_2 + 1 = 4</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,0) and (3,4). </div></div><div class="NavEnd"> </div> === Exercise 10 === Find all values of <math>k</math> so that the parabola <math>f(x) = x^2 + 3 x + k</math> and the line <math>g(x) = -x + 1</math> are tangent to each other. Compute the coordinates of the point of tangency. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> <math>f(x)</math> and <math>g(x)</math> are tangent if they intersect at a single point. The intersection can be computed by solving <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 + 3 x + k &= -x +1 \\ x^2 + 4 x + k-1 &= 0 \end{align} </math> The discriminant must be zero: :<math>\begin{align} \Delta = (4)^2 - 4 (k-1) &= 0 \\ 16 - 4 (k-1) &= 0 \\ 4 - (k-1) &= 0 \\ 4 - k + 1 &= 0 \\ k &= 5 \\ \end{align} </math> The solution is <math>x = \frac{-b}{2a} = \frac{-4}{2} = -2</math> and the corresponding <math>y</math>-value is <math>y = -x +1 = -3</math>. <math>f(x)</math> and <math>g(x)</math> are tangent if <math>k = 5</math> and the coordinates of the point of tangency is (-2,-3). The curves <math>f(x)</math> and <math>g(x)</math> are illustrated below for k = 5. [[File:Quadratic equation exercise parabola line tangent.png]] </div></div><div class="NavEnd"> </div> [[Category:Exercises]] [[Category:Mathematics]] qiqvk5oz8q0n50aaboazxci3yigyrh5 2817490 2817489 2026-07-01T07:13:17Z Alexander-Barth 3097879 add graph for exercise 9 2817490 wikitext text/x-wiki {{quiz}} === Exercise 1 === Solve for <math>x \in \R</math>: <math>x^2 - 5 x + 6 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -5</math> and <math>c = 6</math>. <math>\Delta = (-5)^2 - 4 \times 1 \times 6 = 25 - 24 = 1</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-5) \pm \sqrt{1}}{2} = \frac{5 \pm 1}{2}</math> The two solutions are <math>x_1=\frac{5 - 1}{2} = 2</math> and <math>x_2=\frac{5 + 1}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 2 === Solve for <math>x \in \R</math>: <math>2 x^2 - 2 x - 12 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 2</math>, <math>b = -2</math> and <math>c = -12</math>. <math>\Delta = (-2)^2 - 4 \times 2 \times (-12) = 4 + 96 = 100</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-2) \pm \sqrt{100}}{2 \times 2} = \frac{2 \pm 10}{4}</math> The two solutions are <math>x_1=\frac{2 - 10}{4} = -2</math> and <math>x_2=\frac{2 + 10}{4} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 3 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 4 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 4</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 4 = 16 - 16 = 0</math> Since <math>\Delta</math> is zero, there is only a single solution: <math>x=\frac{-b}{2a} = \frac{-(-4)}{2 \times 1} = \frac{4}{2} = 2</math> Alternatively, one can solve this equation by using the 2nd binomial formula: <math> \begin{align} x^2 - 4 x + 4 &= 0 \\ (x - 2)^2 &= 0 \\ x - 2 &= 0 \\ x &= 2 \\ \end{align} </math> </div></div><div class="NavEnd"> </div> === Exercise 4 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 5 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 5</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 5 = 16 - 20 = -4</math> Since <math>\Delta</math> is negative, there is no real solution, <math>x \notin \R</math>. </div></div><div class="NavEnd"> </div> === Exercise 5 === Solve for <math>x \in \R</math>: <math>x^2 - \frac{3}{2} x + \frac{1}{2} = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -\frac{3}{2}</math> and <math>c = \frac{1}{2}</math>. <math>\Delta = \left(-\frac{3}{2}\right)^2 - 4 \times 1 \times \frac{1}{2} = \frac{9}{4} - \frac{8}{4} = \frac{1}{4}</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-\left(-\frac{3}{2}\right) \pm \sqrt{\frac{1}{4}}}{2 \times 1} = \frac{\frac{3}{2} \pm \frac{1}{2}}{2} = \frac{3 \pm 1}{4}</math> The two solutions are <math>x_1=\frac{3 - 1}{4} = \frac{1}{2}</math> and <math>x_2=\frac{3 + 1}{4} = 1</math>. Note that one can avoid the fraction here by multiplying all terms of the quadratic equation by 2. </div></div><div class="NavEnd"> </div> === Exercise 6 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 3 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 3</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 3 = 16 - 12 = 4</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-4) \pm \sqrt{4}}{2} = \frac{4 \pm 2}{2}</math> The two solutions are <math>x_1=\frac{4 - 2}{2} = 1</math> and <math>x_2=\frac{4 + 2}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 7 === Solve for <math>x \in \R</math>: <math>100 x^2 - 700 x + 600 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> One approach is to first divide all terms of this equation by 100 to avoid unnecessarily large numbers. <math>x^2 - 7 x + 6 = 0</math> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -7</math> and <math>c = 6</math>. <math>\Delta = (-7)^2 - 4 \times 1 \times 6 = 49 - 24 = 25</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-7) \pm \sqrt{25}}{2} = \frac{7 \pm 5}{2}</math> The two solutions are <math>x_1=\frac{7 - 5}{2} = 1</math> and <math>x_2=\frac{7 + 5}{2} = 6</math> </div></div><div class="NavEnd"> </div> === Exercise 8 === Solve for <math>x \in \R</math>: <math>x^2 - x - d x + d = 0</math> where <math>d \in \R</math>. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -(1+d)</math> and <math>c = d</math>. <math>\Delta = (1+d)^2 - 4 \times 1 \times d = 1 + 2 d + d^2 - 4 d = 1 - 2d + d^2 = (1-d)^2</math> Note that <math>\Delta</math> is positive (or zero if <math>d=1</math>). There are thus two (or one) solution(s): <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{1+d \pm |1-d|}{2}</math> There is no need to discuss the sign of <math>1-d</math> as both cases are handled anyway with the <math>\pm</math> sign. The solutions are <math>x_1=\frac{1+d - (1-d)}{2} = d</math> and <math>x_2=\frac{1+d + 1 - d}{2} = 1</math>. Indeed, when <math>d=1</math>, both solutions are equal. </div></div><div class="NavEnd"> </div> === Exercise 9 === Find the intersection between parabola <math>f(x) = x^2 - x - 2</math> and the line <math>g(x) = x+1</math>. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 - x - 2 &= x+1 \\ x^2 - 2x - 3 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 1 \times (-3) = 4 + 12 = 16</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 4}{2}</math> The solutions are <math>x_1=-1</math> and <math>x_2=3</math>. The corresponding <math>y</math>-values are <math>y_1=x_1+1 = 0</math> and <math>y_2=x_2 + 1 = 4</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,0) and (3,4). The graph of the functions <math>f(x)</math> and <math>g(x)</math> are illustrated below. [[File:Quadratic equation exercise parabola intersecting line.png]] </div></div><div class="NavEnd"> </div> === Exercise 10 === Find all values of <math>k</math> so that the parabola <math>f(x) = x^2 + 3 x + k</math> and the line <math>g(x) = -x + 1</math> are tangent to each other. Compute the coordinates of the point of tangency. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> <math>f(x)</math> and <math>g(x)</math> are tangent if they intersect at a single point. The intersection can be computed by solving <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 + 3 x + k &= -x +1 \\ x^2 + 4 x + k-1 &= 0 \end{align} </math> The discriminant must be zero: :<math>\begin{align} \Delta = (4)^2 - 4 (k-1) &= 0 \\ 16 - 4 (k-1) &= 0 \\ 4 - (k-1) &= 0 \\ 4 - k + 1 &= 0 \\ k &= 5 \\ \end{align} </math> The solution is <math>x = \frac{-b}{2a} = \frac{-4}{2} = -2</math> and the corresponding <math>y</math>-value is <math>y = -x +1 = -3</math>. <math>f(x)</math> and <math>g(x)</math> are tangent if <math>k = 5</math> and the coordinates of the point of tangency is (-2,-3). The curves <math>f(x)</math> and <math>g(x)</math> are illustrated below for k = 5. [[File:Quadratic equation exercise parabola line tangent.png]] </div></div><div class="NavEnd"> </div> [[Category:Exercises]] [[Category:Mathematics]] duq0z51adb3tcp2yu61q5p29ikeidbx 2817491 2817490 2026-07-01T07:37:43Z Alexander-Barth 3097879 New exercise 2817491 wikitext text/x-wiki {{quiz}} === Exercise 1 === Solve for <math>x \in \R</math>: <math>x^2 - 5 x + 6 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -5</math> and <math>c = 6</math>. <math>\Delta = (-5)^2 - 4 \times 1 \times 6 = 25 - 24 = 1</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-5) \pm \sqrt{1}}{2} = \frac{5 \pm 1}{2}</math> The two solutions are <math>x_1=\frac{5 - 1}{2} = 2</math> and <math>x_2=\frac{5 + 1}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 2 === Solve for <math>x \in \R</math>: <math>2 x^2 - 2 x - 12 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 2</math>, <math>b = -2</math> and <math>c = -12</math>. <math>\Delta = (-2)^2 - 4 \times 2 \times (-12) = 4 + 96 = 100</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-2) \pm \sqrt{100}}{2 \times 2} = \frac{2 \pm 10}{4}</math> The two solutions are <math>x_1=\frac{2 - 10}{4} = -2</math> and <math>x_2=\frac{2 + 10}{4} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 3 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 4 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 4</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 4 = 16 - 16 = 0</math> Since <math>\Delta</math> is zero, there is only a single solution: <math>x=\frac{-b}{2a} = \frac{-(-4)}{2 \times 1} = \frac{4}{2} = 2</math> Alternatively, one can solve this equation by using the 2nd binomial formula: <math> \begin{align} x^2 - 4 x + 4 &= 0 \\ (x - 2)^2 &= 0 \\ x - 2 &= 0 \\ x &= 2 \\ \end{align} </math> </div></div><div class="NavEnd"> </div> === Exercise 4 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 5 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 5</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 5 = 16 - 20 = -4</math> Since <math>\Delta</math> is negative, there is no real solution, <math>x \notin \R</math>. </div></div><div class="NavEnd"> </div> === Exercise 5 === Solve for <math>x \in \R</math>: <math>x^2 - \frac{3}{2} x + \frac{1}{2} = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -\frac{3}{2}</math> and <math>c = \frac{1}{2}</math>. <math>\Delta = \left(-\frac{3}{2}\right)^2 - 4 \times 1 \times \frac{1}{2} = \frac{9}{4} - \frac{8}{4} = \frac{1}{4}</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-\left(-\frac{3}{2}\right) \pm \sqrt{\frac{1}{4}}}{2 \times 1} = \frac{\frac{3}{2} \pm \frac{1}{2}}{2} = \frac{3 \pm 1}{4}</math> The two solutions are <math>x_1=\frac{3 - 1}{4} = \frac{1}{2}</math> and <math>x_2=\frac{3 + 1}{4} = 1</math>. Note that one can avoid the fraction here by multiplying all terms of the quadratic equation by 2. </div></div><div class="NavEnd"> </div> === Exercise 6 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 3 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 3</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 3 = 16 - 12 = 4</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-4) \pm \sqrt{4}}{2} = \frac{4 \pm 2}{2}</math> The two solutions are <math>x_1=\frac{4 - 2}{2} = 1</math> and <math>x_2=\frac{4 + 2}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 7 === Solve for <math>x \in \R</math>: <math>100 x^2 - 700 x + 600 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> One approach is to first divide all terms of this equation by 100 to avoid unnecessarily large numbers. <math>x^2 - 7 x + 6 = 0</math> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -7</math> and <math>c = 6</math>. <math>\Delta = (-7)^2 - 4 \times 1 \times 6 = 49 - 24 = 25</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-7) \pm \sqrt{25}}{2} = \frac{7 \pm 5}{2}</math> The two solutions are <math>x_1=\frac{7 - 5}{2} = 1</math> and <math>x_2=\frac{7 + 5}{2} = 6</math> </div></div><div class="NavEnd"> </div> === Exercise 8 === Solve for <math>x \in \R</math>: <math>x^2 - x - d x + d = 0</math> where <math>d \in \R</math>. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -(1+d)</math> and <math>c = d</math>. <math>\Delta = (1+d)^2 - 4 \times 1 \times d = 1 + 2 d + d^2 - 4 d = 1 - 2d + d^2 = (1-d)^2</math> Note that <math>\Delta</math> is positive (or zero if <math>d=1</math>). There are thus two (or one) solution(s): <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{1+d \pm |1-d|}{2}</math> There is no need to discuss the sign of <math>1-d</math> as both cases are handled anyway with the <math>\pm</math> sign. The solutions are <math>x_1=\frac{1+d - (1-d)}{2} = d</math> and <math>x_2=\frac{1+d + 1 - d}{2} = 1</math>. Indeed, when <math>d=1</math>, both solutions are equal. </div></div><div class="NavEnd"> </div> === Exercise 9 === Find the intersection between parabola <math>f(x) = x^2 - x - 2</math> and the line <math>g(x) = x+1</math>.<div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 - x - 2 &= x+1 \\ x^2 - 2x - 3 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 1 \times (-3) = 4 + 12 = 16</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 4}{2}</math> The solutions are <math>x_1=-1</math> and <math>x_2=3</math>. The corresponding <math>y</math>-values are <math>y_1=x_1+1 = 0</math> and <math>y_2=x_2 + 1 = 4</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,0) and (3,4). The graph of the functions <math>f(x)</math> and <math>g(x)</math> are illustrated below. [[File:Quadratic equation exercise parabola intersecting line.png]] </div></div><div class="NavEnd"> </div> === Exercise 10 === Find the intersection between parabola <math>f(x) = 2 x^2 - 3</math> and the line <math>g(x) = 2x + 1</math>.<div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} 2x^2 - 3 &= 2x + 1 \\ 2x^2 - 2x - 4 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 2 \times (-4) = 4 + 32 = 36</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 6}{4}</math> The solutions are <math>x_1=-1</math> and <math>x_2=2</math>. The corresponding <math>y</math>-values are <math>y_1=2x_1+1 = -1</math> and <math>y_2=2x_2 + 1 = 5</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,-1) and (2,5). The graph of the functions <math>f(x)</math> and <math>g(x)</math> are illustrated below. [[File:Quadratic equation exercise parabola intersecting line2.png]] </div></div><div class="NavEnd"> </div> === Exercise 11 === Find all values of <math>k</math> so that the parabola <math>f(x) = x^2 + 3 x + k</math> and the line <math>g(x) = -x + 1</math> are tangent to each other. Compute the coordinates of the point of tangency. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> <math>f(x)</math> and <math>g(x)</math> are tangent if they intersect at a single point. The intersection can be computed by solving <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 + 3 x + k &= -x +1 \\ x^2 + 4 x + k-1 &= 0 \end{align} </math> The discriminant must be zero: :<math>\begin{align} \Delta = (4)^2 - 4 (k-1) &= 0 \\ 16 - 4 (k-1) &= 0 \\ 4 - (k-1) &= 0 \\ 4 - k + 1 &= 0 \\ k &= 5 \\ \end{align} </math> The solution is <math>x = \frac{-b}{2a} = \frac{-4}{2} = -2</math> and the corresponding <math>y</math>-value is <math>y = -x +1 = -3</math>. <math>f(x)</math> and <math>g(x)</math> are tangent if <math>k = 5</math> and the coordinates of the point of tangency is (-2,-3). The curves <math>f(x)</math> and <math>g(x)</math> are illustrated below for k = 5. [[File:Quadratic equation exercise parabola line tangent.png]] </div></div><div class="NavEnd"> </div> [[Category:Exercises]] [[Category:Mathematics]] qpevh26v3gj5mnmkrf8inn5tunw8j25 2817492 2817491 2026-07-01T07:38:34Z Alexander-Barth 3097879 /* Exercise 9 */ 2817492 wikitext text/x-wiki {{quiz}} === Exercise 1 === Solve for <math>x \in \R</math>: <math>x^2 - 5 x + 6 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -5</math> and <math>c = 6</math>. <math>\Delta = (-5)^2 - 4 \times 1 \times 6 = 25 - 24 = 1</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-5) \pm \sqrt{1}}{2} = \frac{5 \pm 1}{2}</math> The two solutions are <math>x_1=\frac{5 - 1}{2} = 2</math> and <math>x_2=\frac{5 + 1}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 2 === Solve for <math>x \in \R</math>: <math>2 x^2 - 2 x - 12 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 2</math>, <math>b = -2</math> and <math>c = -12</math>. <math>\Delta = (-2)^2 - 4 \times 2 \times (-12) = 4 + 96 = 100</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-2) \pm \sqrt{100}}{2 \times 2} = \frac{2 \pm 10}{4}</math> The two solutions are <math>x_1=\frac{2 - 10}{4} = -2</math> and <math>x_2=\frac{2 + 10}{4} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 3 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 4 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 4</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 4 = 16 - 16 = 0</math> Since <math>\Delta</math> is zero, there is only a single solution: <math>x=\frac{-b}{2a} = \frac{-(-4)}{2 \times 1} = \frac{4}{2} = 2</math> Alternatively, one can solve this equation by using the 2nd binomial formula: <math> \begin{align} x^2 - 4 x + 4 &= 0 \\ (x - 2)^2 &= 0 \\ x - 2 &= 0 \\ x &= 2 \\ \end{align} </math> </div></div><div class="NavEnd"> </div> === Exercise 4 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 5 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 5</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 5 = 16 - 20 = -4</math> Since <math>\Delta</math> is negative, there is no real solution, <math>x \notin \R</math>. </div></div><div class="NavEnd"> </div> === Exercise 5 === Solve for <math>x \in \R</math>: <math>x^2 - \frac{3}{2} x + \frac{1}{2} = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -\frac{3}{2}</math> and <math>c = \frac{1}{2}</math>. <math>\Delta = \left(-\frac{3}{2}\right)^2 - 4 \times 1 \times \frac{1}{2} = \frac{9}{4} - \frac{8}{4} = \frac{1}{4}</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-\left(-\frac{3}{2}\right) \pm \sqrt{\frac{1}{4}}}{2 \times 1} = \frac{\frac{3}{2} \pm \frac{1}{2}}{2} = \frac{3 \pm 1}{4}</math> The two solutions are <math>x_1=\frac{3 - 1}{4} = \frac{1}{2}</math> and <math>x_2=\frac{3 + 1}{4} = 1</math>. Note that one can avoid the fraction here by multiplying all terms of the quadratic equation by 2. </div></div><div class="NavEnd"> </div> === Exercise 6 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 3 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 3</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 3 = 16 - 12 = 4</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-4) \pm \sqrt{4}}{2} = \frac{4 \pm 2}{2}</math> The two solutions are <math>x_1=\frac{4 - 2}{2} = 1</math> and <math>x_2=\frac{4 + 2}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 7 === Solve for <math>x \in \R</math>: <math>100 x^2 - 700 x + 600 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> One approach is to first divide all terms of this equation by 100 to avoid unnecessarily large numbers. <math>x^2 - 7 x + 6 = 0</math> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -7</math> and <math>c = 6</math>. <math>\Delta = (-7)^2 - 4 \times 1 \times 6 = 49 - 24 = 25</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-7) \pm \sqrt{25}}{2} = \frac{7 \pm 5}{2}</math> The two solutions are <math>x_1=\frac{7 - 5}{2} = 1</math> and <math>x_2=\frac{7 + 5}{2} = 6</math> </div></div><div class="NavEnd"> </div> === Exercise 8 === Solve for <math>x \in \R</math>: <math>x^2 - x - d x + d = 0</math> where <math>d \in \R</math>. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -(1+d)</math> and <math>c = d</math>. <math>\Delta = (1+d)^2 - 4 \times 1 \times d = 1 + 2 d + d^2 - 4 d = 1 - 2d + d^2 = (1-d)^2</math> Note that <math>\Delta</math> is positive (or zero if <math>d=1</math>). There are thus two (or one) solution(s): <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{1+d \pm |1-d|}{2}</math> There is no need to discuss the sign of <math>1-d</math> as both cases are handled anyway with the <math>\pm</math> sign. The solutions are <math>x_1=\frac{1+d - (1-d)}{2} = d</math> and <math>x_2=\frac{1+d + 1 - d}{2} = 1</math>. Indeed, when <math>d=1</math>, both solutions are equal. </div></div><div class="NavEnd"> </div> === Exercise 9 === Find the intersection between the parabola <math>f(x) = x^2 - x - 2</math> and the line <math>g(x) = x+1</math>.<div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 - x - 2 &= x+1 \\ x^2 - 2x - 3 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 1 \times (-3) = 4 + 12 = 16</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 4}{2}</math> The solutions are <math>x_1=-1</math> and <math>x_2=3</math>. The corresponding <math>y</math>-values are <math>y_1=x_1+1 = 0</math> and <math>y_2=x_2 + 1 = 4</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,0) and (3,4). The graph of the functions <math>f(x)</math> and <math>g(x)</math> are illustrated below. [[File:Quadratic equation exercise parabola intersecting line.png]] </div></div><div class="NavEnd"> </div> === Exercise 10 === Find the intersection between the parabola <math>f(x) = 2 x^2 - 3</math> and the line <math>g(x) = 2x + 1</math>.<div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} 2x^2 - 3 &= 2x + 1 \\ 2x^2 - 2x - 4 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 2 \times (-4) = 4 + 32 = 36</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 6}{4}</math> The solutions are <math>x_1=-1</math> and <math>x_2=2</math>. The corresponding <math>y</math>-values are <math>y_1=2x_1+1 = -1</math> and <math>y_2=2x_2 + 1 = 5</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,-1) and (2,5). The graph of the functions <math>f(x)</math> and <math>g(x)</math> are illustrated below. [[File:Quadratic equation exercise parabola intersecting line2.png]] </div></div><div class="NavEnd"> </div> === Exercise 11 === Find all values of <math>k</math> so that the parabola <math>f(x) = x^2 + 3 x + k</math> and the line <math>g(x) = -x + 1</math> are tangent to each other. Compute the coordinates of the point of tangency. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> <math>f(x)</math> and <math>g(x)</math> are tangent if they intersect at a single point. The intersection can be computed by solving <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 + 3 x + k &= -x +1 \\ x^2 + 4 x + k-1 &= 0 \end{align} </math> The discriminant must be zero: :<math>\begin{align} \Delta = (4)^2 - 4 (k-1) &= 0 \\ 16 - 4 (k-1) &= 0 \\ 4 - (k-1) &= 0 \\ 4 - k + 1 &= 0 \\ k &= 5 \\ \end{align} </math> The solution is <math>x = \frac{-b}{2a} = \frac{-4}{2} = -2</math> and the corresponding <math>y</math>-value is <math>y = -x +1 = -3</math>. <math>f(x)</math> and <math>g(x)</math> are tangent if <math>k = 5</math> and the coordinates of the point of tangency is (-2,-3). The curves <math>f(x)</math> and <math>g(x)</math> are illustrated below for k = 5. [[File:Quadratic equation exercise parabola line tangent.png]] </div></div><div class="NavEnd"> </div> [[Category:Exercises]] [[Category:Mathematics]] c5k9807cyml07o090l4adz3zn7y5j24 2817493 2817492 2026-07-01T07:41:42Z Alexander-Barth 3097879 /* Exercise 10 */ 2817493 wikitext text/x-wiki {{quiz}} === Exercise 1 === Solve for <math>x \in \R</math>: <math>x^2 - 5 x + 6 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -5</math> and <math>c = 6</math>. <math>\Delta = (-5)^2 - 4 \times 1 \times 6 = 25 - 24 = 1</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-5) \pm \sqrt{1}}{2} = \frac{5 \pm 1}{2}</math> The two solutions are <math>x_1=\frac{5 - 1}{2} = 2</math> and <math>x_2=\frac{5 + 1}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 2 === Solve for <math>x \in \R</math>: <math>2 x^2 - 2 x - 12 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 2</math>, <math>b = -2</math> and <math>c = -12</math>. <math>\Delta = (-2)^2 - 4 \times 2 \times (-12) = 4 + 96 = 100</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-2) \pm \sqrt{100}}{2 \times 2} = \frac{2 \pm 10}{4}</math> The two solutions are <math>x_1=\frac{2 - 10}{4} = -2</math> and <math>x_2=\frac{2 + 10}{4} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 3 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 4 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 4</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 4 = 16 - 16 = 0</math> Since <math>\Delta</math> is zero, there is only a single solution: <math>x=\frac{-b}{2a} = \frac{-(-4)}{2 \times 1} = \frac{4}{2} = 2</math> Alternatively, one can solve this equation by using the 2nd binomial formula: <math> \begin{align} x^2 - 4 x + 4 &= 0 \\ (x - 2)^2 &= 0 \\ x - 2 &= 0 \\ x &= 2 \\ \end{align} </math> </div></div><div class="NavEnd"> </div> === Exercise 4 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 5 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 5</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 5 = 16 - 20 = -4</math> Since <math>\Delta</math> is negative, there is no real solution, <math>x \notin \R</math>. </div></div><div class="NavEnd"> </div> === Exercise 5 === Solve for <math>x \in \R</math>: <math>x^2 - \frac{3}{2} x + \frac{1}{2} = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -\frac{3}{2}</math> and <math>c = \frac{1}{2}</math>. <math>\Delta = \left(-\frac{3}{2}\right)^2 - 4 \times 1 \times \frac{1}{2} = \frac{9}{4} - \frac{8}{4} = \frac{1}{4}</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-\left(-\frac{3}{2}\right) \pm \sqrt{\frac{1}{4}}}{2 \times 1} = \frac{\frac{3}{2} \pm \frac{1}{2}}{2} = \frac{3 \pm 1}{4}</math> The two solutions are <math>x_1=\frac{3 - 1}{4} = \frac{1}{2}</math> and <math>x_2=\frac{3 + 1}{4} = 1</math>. Note that one can avoid the fraction here by multiplying all terms of the quadratic equation by 2. </div></div><div class="NavEnd"> </div> === Exercise 6 === Solve for <math>x \in \R</math>: <math>x^2 - 4 x + 3 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -4</math> and <math>c = 3</math>. <math>\Delta = (-4)^2 - 4 \times 1 \times 3 = 16 - 12 = 4</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-4) \pm \sqrt{4}}{2} = \frac{4 \pm 2}{2}</math> The two solutions are <math>x_1=\frac{4 - 2}{2} = 1</math> and <math>x_2=\frac{4 + 2}{2} = 3</math> </div></div><div class="NavEnd"> </div> === Exercise 7 === Solve for <math>x \in \R</math>: <math>100 x^2 - 700 x + 600 = 0</math> <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> One approach is to first divide all terms of this equation by 100 to avoid unnecessarily large numbers. <math>x^2 - 7 x + 6 = 0</math> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -7</math> and <math>c = 6</math>. <math>\Delta = (-7)^2 - 4 \times 1 \times 6 = 49 - 24 = 25</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{-(-7) \pm \sqrt{25}}{2} = \frac{7 \pm 5}{2}</math> The two solutions are <math>x_1=\frac{7 - 5}{2} = 1</math> and <math>x_2=\frac{7 + 5}{2} = 6</math> </div></div><div class="NavEnd"> </div> === Exercise 8 === Solve for <math>x \in \R</math>: <math>x^2 - x - d x + d = 0</math> where <math>d \in \R</math>. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> The equation is of the form <math> a x^2 + b x + c = 0 </math> where <math>a = 1</math>, <math>b = -(1+d)</math> and <math>c = d</math>. <math>\Delta = (1+d)^2 - 4 \times 1 \times d = 1 + 2 d + d^2 - 4 d = 1 - 2d + d^2 = (1-d)^2</math> Note that <math>\Delta</math> is positive (or zero if <math>d=1</math>). There are thus two (or one) solution(s): <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{1+d \pm |1-d|}{2}</math> There is no need to discuss the sign of <math>1-d</math> as both cases are handled anyway with the <math>\pm</math> sign. The solutions are <math>x_1=\frac{1+d - (1-d)}{2} = d</math> and <math>x_2=\frac{1+d + 1 - d}{2} = 1</math>. Indeed, when <math>d=1</math>, both solutions are equal. </div></div><div class="NavEnd"> </div> === Exercise 9 === Find the intersection between the parabola <math>f(x) = x^2 - x - 2</math> and the line <math>g(x) = x+1</math>.<div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 - x - 2 &= x+1 \\ x^2 - 2x - 3 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 1 \times (-3) = 4 + 12 = 16</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 4}{2}</math> The solutions are <math>x_1=-1</math> and <math>x_2=3</math>. The corresponding <math>y</math>-values are <math>y_1=x_1+1 = 0</math> and <math>y_2=x_2 + 1 = 4</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,0) and (3,4). The graph of the functions <math>f(x)</math> and <math>g(x)</math> are illustrated below. [[File:Quadratic equation exercise parabola intersecting line.png]] </div></div><div class="NavEnd"> </div> === Exercise 10 === Find the intersection between the parabola <math>f(x) = 2 x^2 - 3</math> and the line <math>g(x) = 2x + 1</math>.<div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> At the intersection <math>f(x) = g(x)</math>: :<math>\begin{align} 2x^2 - 3 &= 2x + 1 \\ 2x^2 - 2x - 4 &= 0 \end{align} </math> The discriminant: <math>\Delta = (-2)^2 - 4 \times 2 \times (-4) = 4 + 32 = 36</math> Note that <math>\Delta</math> is positive. There are thus two solutions: <math>x_{1,2}=\frac{-b \pm \sqrt{\Delta}}{2a} = \frac{2 \pm 6}{4}</math> The solutions are <math>x_1=-1</math> and <math>x_2=2</math>. The corresponding <math>y</math>-values are <math>y_1=2x_1+1 = -1</math> and <math>y_2=2x_2 + 1 = 5</math>. <math>f(x)</math> and <math>g(x)</math> intersect thus at the points (-1,-1) and (2,5). The graphs of the functions <math>f(x)</math> and <math>g(x)</math> are illustrated below. [[File:Quadratic equation exercise parabola intersecting line2.png]] </div></div><div class="NavEnd"> </div> === Exercise 11 === Find all values of <math>k</math> so that the parabola <math>f(x) = x^2 + 3 x + k</math> and the line <math>g(x) = -x + 1</math> are tangent to each other. Compute the coordinates of the point of tangency. <div class="NavFrame"><div class="NavHead"> Solution: </div><div class="NavContent" style="text-align:left"> <math>f(x)</math> and <math>g(x)</math> are tangent if they intersect at a single point. The intersection can be computed by solving <math>f(x) = g(x)</math>: :<math>\begin{align} x^2 + 3 x + k &= -x +1 \\ x^2 + 4 x + k-1 &= 0 \end{align} </math> The discriminant must be zero: :<math>\begin{align} \Delta = (4)^2 - 4 (k-1) &= 0 \\ 16 - 4 (k-1) &= 0 \\ 4 - (k-1) &= 0 \\ 4 - k + 1 &= 0 \\ k &= 5 \\ \end{align} </math> The solution is <math>x = \frac{-b}{2a} = \frac{-4}{2} = -2</math> and the corresponding <math>y</math>-value is <math>y = -x +1 = -3</math>. <math>f(x)</math> and <math>g(x)</math> are tangent if <math>k = 5</math> and the coordinates of the point of tangency is (-2,-3). The curves <math>f(x)</math> and <math>g(x)</math> are illustrated below for k = 5. [[File:Quadratic equation exercise parabola line tangent.png]] </div></div><div class="NavEnd"> </div> [[Category:Exercises]] [[Category:Mathematics]] 21n26iscnlss8utoi0xatepbd5py68v 0 330408 2817432 2817332 2026-06-30T16:40:00Z Atcovi 276019 PROD 2817432 wikitext text/x-wiki {{Prod|is this part of an actual course that will be offered?}} == '''About''' == Course offered by the Graduate Programs in Mechanical Engineering (PPGEM) and Smart and Sustainable Cities (PPGCIS) at Pontifícia Universidade Católica do Paraná (PUCPR). '''Areas of Interest''': Engineering, Data Science, Computer Science, Architecture and Urban Planning, and other fields. '''Course instructors''': Nathan Mendes, Walter Mazuroski, Luciano Ayres de Mello, and Marcos Batistella Lopes. == '''Course Description''' == This course explores the physical principles governing heat, air, moisture, and energy processes in buildings, emphasizing their role in building performance, energy efficiency, indoor air quality (IAQ), renewable energy integration, and sustainability. The course introduces integrated simulation approaches for analyzing the interactions among building components, HVAC (Heating, Ventilation and Air Conditioning) systems, occupants, and the surrounding environment. Special emphasis is placed on co-simulation and interoperable modeling using the Functional Mock-up Interface (FMI) standard, enabling the integration of multiple simulation tools and domains. Applications extend from individual buildings to districts and urban energy systems, providing the foundations for advanced research in sustainable buildings, energy transition, and future Digital Twin applications. The course combines theoretical foundations, computational modeling, hands-on simulation, and current research challenges in building performance and sustainable cities. == '''Place and Time''' == '''Location''': To be determined (hybrid classes). '''When''': 2026 2nd semester <u>Wednesday</u>, from 3pm to 5pm (BRT), on the following dates: * August: 05, 12, 19, and 26 * September: 02, 09, 16, and 23 * October: 07, 14, 21, and 28 * November: 04 and 11 <u>Saturday</u>, from 9am to 12pm (BRT), on the following dates: * August: * September: * October: * November: == '''Workload''' == 45 hours (3 credits) == '''Objectives''' == * Understand the physical principles governing integrated building performance; * Develop and apply simulation and co-simulation models using interoperable computational tools; * Assess building performance in terms of energy efficiency, indoor environmental quality, and moisture-related phenomena; * Apply computational modeling to support the design, operation, and optimizazion. == '''Tentative Topics of Study''' == Topics may be adjusted according to the interests of the students, ongoing research projects, and the expertise of participants. '''Fundamentals (Nathan Mendes)''' * Building physics fundamentals, including heat, air and moisture transfer processes * Mass and energy balances in buildings and urban systems '''Energy and Thermal Performance and Simulation (Nathan Mendes)''' * Building envelope performance * HVAC systems modeling and performance * Thermal comfort * Moisture-related risks * Building energy performance evaluation '''Co-Simulation and Interoperability (Walter Mazuroski)''' * Co-simulation concepts and frameworks * Functional Mock-up Interface (FMI) and Functional Mock-up Units (FMUs) * Data exchange and interoperability * Applications: Integration of building, HVAC, urban climate, and energy system models '''IAQ and Co-simulation for assessment of contaminants (Marcos Batistella Lopes)''' * Fundamentals of Indoor Air Quality * Smart ventilation * Contam * Indoor air quality assessment * Domus-Contam Co-Simulation '''Emerging Research topics, Applications and Case Studies (All lecturers)''' * Co-Simulation BPS-CFD * High-performance buildings * Net-zero and positive-energy buildings * Urban Heat Island mitigation strategies * Energy efficiency * Energy transition in the city scale * Anthropogenic heat emissions * Positive Energy Districts * Urban energy transition scenarios * Climate change adaptation strategies * Digital Twins for buildings, districts, and cities == '''Simulation Tools''' == * '''DOMUS/EnergyPlus''' - building energy simulation * '''CONTAM''' – airflow and indoor air quality analysis * '''Python / MATLAB''' – data processing, model integration, parametric studies, and optimization * Additional simulation, co-simulation platforms according to project requirements == '''Evaluation''' == * 30% Computer assignments, simulations, projects, and exercises * 15% Seminar presentation * 35% Scientific article * 20% Examination Additional evaluation methods may be adopted depending on class size and course dynamics. == '''References''' == # Hagentoft, C.-E. Introduction to Building Physics. Studentlitteratur, Lund, 2001. # Hens, H. Building Physics: Heat, Air and Moisture – Fundamentals and Engineering Methods with Examples and Exercises. Ernst & Sohn, 3rd Edition, 2017. # Mendes, N.; Chhay, M.; Berger, J.; Dutykh, D. Numerical Methods for Diffusion Phenomena in Building Physics: A Practical Introduction. Springer, 2019. # ASHRAE Handbook Fundamentals. Latest Edition. # Selected journal papers on Building Performance Simulation, Heat and Moisture Transfer, Urban Energy Systems, Positive Energy Districts, Digital Twins, and Sustainable Cities. # Ongoing international collaborative research projects. ozfkgcxtjeg0twcghivli0qg6awyvf2 2 330411 2817389 2026-06-30T12:14:07Z Munnat Rathod 3098018 Created page with "[[File:Barbie Logo.svg|1000px]]" 2817389 wikitext text/x-wiki [[File:Barbie Logo.svg|1000px]] h5bwc2bomi91parljuf3mz1dlcbonla 6 330412 2817408 2026-06-30T14:24:54Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2A traditional (20260630 - 20260628) |Source={{own|Young1lim}} |Date=2026-06-30 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2817408 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2A traditional (20260630 - 20260628) |Source={{own|Young1lim}} |Date=2026-06-30 |Author=Young W. 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Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} r2opv0hvyiikuys6xe033um2t7g92a6 0 330419 2817427 2026-06-30T16:20:01Z Munnat Rathod 3098018 Created new page 2817427 wikitext text/x-wiki [[File:Emblem (or seal) of Dar Raj دار راج.png|thumb|Emblem (or seal) of Dar Raj دار راج]] The '''House of Dar''' (historically known as the Dhar Rajbari or Dar Raj) was a prominent Kashmiri Pandit aristocratic lineage. The family wielded significant administrative power as royal Jagirdars in the Akhnoor region of Jammu and Kashmir under the Durrani Empire, before transitioning into a major hereditary Zamindari dynasty in Bengal from the late 18th century through the mid-20th century. = Historical Origins & Economic Foundations = [[File:Harikrishna Mohan Dar of Akhnoor, with servants in the Jhelum river.jpg|thumb|Portrait of Harikrishna Mohan Dar of Akhnoor, with servants in the Chenab River setting]] == Hari Krishna Mohan Dar and the Chenab Saffron Trade == The economic foundations of the House of Dar were laid by Hari Krishna Mohan Dar (b.1687–d.1768), a wealthy Kashmiri Pandit merchant who established a highly lucrative trade network utilizing the Chenab River. === The Logistics of the Chenab River Route === Trading across the Chenab River during the 18th century was a high-risk, high-reward endeavor. * '''Navigational Hazards:''' The Chenab is notorious for its fierce currents, heavy seasonal flooding from Himalayan snowmelts, and treacherous gorges. Transporting high-value goods required specialized flat-bottomed wooden boats and experienced local boatmen who understood the river's shifting sandbanks. * '''Security Challenges:''' The river banks were frequently plagued by bandits and regional warlords who demanded heavy transit taxes (rahdari). To successfully navigate this, Hari Krishna Mohan Dar secured private security escorts and formed strategic alliances with local chieftains along the river banks. === The Economics of Saffron Trading === [[File:Saffron-sargol-zafaranic.jpg|thumb|Saffron]] Saffron (known locally as ''Kesar'') was the perfect commodity for long-distance river trade: * '''High Value-to-Weight Ratio:''' Saffron was worth its weight in gold. Unlike bulky agricultural goods, a relatively small, well-guarded boat cargo of saffron could yield immense fortunes, making the perilous journey down the Chenab highly profitable. * '''Elite Demand:''' Saffron was in massive demand across the Mughal and Afghan Durrani courts for its medicinal properties, culinary uses, royal dyes, and religious rituals. By dominating this luxury supply chain from Kashmir down through Akhnoor, the Dar family amassed the foundational capital that elevated them from mere merchants to powerful regional aristocrats, paving the way for their Jagirdari status. = The Political Era of Maharaja [[Virendra Mohan Dar]] = [[File:Oil Portrait of Maharaja Virendra Mohan Dar of Akhnoor.jpg|thumb|Claude-Sterling Oil Portrait of Maharaja Virendra Mohan Dar of Akhnoor- ''The Maharaja at 26'']] == The Regency and the Royal Title (1771) == In 1771, '''Virendra Mohan Dar''' (born 1758) was granted the formal title of ''Raja'' and confirmed in his family's Jagirdari rights over Dar, Akhnoor at just thirteen years old. While exceptionally young for such a title, this ascension was driven by strategic political necessity: * '''Consolidation of Loyalty:''' The Afghan Durrani Empire was facing intense internal fractures and external pressures. By granting a grand title to the young heir of an incredibly wealthy, established Kashmiri Pandit merchant and administrative family, the Durrani court sought to ensure the family's financial resources and regional influence remained firmly allied with Kabul. * '''The Role of a Regency Council:''' Because Virendra Mohan Dar was a minor, the day-to-day administration of the Dar Akhnoor Jagir and its trade networks was managed by a sophisticated regency council composed of elder family members, trusted administrators, and elite advisors. This structure allowed the young Maharaja to symbolize continuity and legitimacy while the estate's economic engines kept running smoothly. [[File:Portrait miniature of Ahmad Shah Durrani.jpg|left|thumb|Portrait miniature of Ahmad Shah Durrani]] == The Geopolitical Collapse (1772) and Rising Powers == In 1772, just a year after Virendra Mohan Dar's ascension, the founding Emperor of the Durrani Empire, Ahmad Shah Durrani, passed away. His death plunged the region into immediate geopolitical chaos, fundamentally destabilizing the political security of the House of Dar. === The Shift in Regional Power === * '''The Decline of Durrani Control:''' Ahmad Shah's successor, Timur Shah Durrani, struggled to maintain central authority over the eastern frontiers of the empire. Kabul's grip on the Punjab and the Jammu-Akhnoor region weakened rapidly, leaving their regional loyalists—including the House of Dar—vulnerable without imperial military backing. * '''The Rise of the Sikh Misls:''' Filling the power vacuum left by the retreating Afghans was the rapid, aggressive expansion of the Sikh Misls (independent warrior confederacies). The Sukerchakia Misl (led later by Ranjit Singh's family) and the Bhangi Misl began asserting dominance over the Punjab plains and the foothills of Jammu. * '''The Targeting of Jagirdars:''' As the Sikh Misls consolidated power, older administrative structures like the Durrani-backed Jagirdars were systematically dismantled, heavily taxed, or militarily replaced to make way for new Sikh revenue collectors. == The Strategic Migration to Bengal (1795) == By 1785, the political environment in Akhnoor had become entirely untenable for the family. Surrounded by hostile regional factions and stripped of their traditional imperial protections, the House of Dar made a calculated, generational decision to liquidate portable assets and migrate eastward. By 1795, the family arrived in British-controlled Bengal, settling near the banks of the Padma River. Bengal offered two critical advantages that Akhnoor could no longer provide: # '''Political Stability:''' Under the British East India Company's administration, Bengal was insulated from the violent frontier wars of the northwest. # '''The Permanent Settlement (1793):''' The newly introduced British land laws allowed wealthy elites to buy vast tracts of land with secure, hereditary property rights. Utilizing their accumulated ancestral wealth from the Chenab-Jhelum trade, the family pivoted completely—transitioning from vulnerable military-administrative Jagirdars in the war-torn north to powerful, secure, and permanent aristocrats (Zamindars) in Bengal, eventually constructing the massive 250-room Dhar Zamindar Bari in Dhamrai. = Territorial Extent and Landholdings of the Dar Raj in Bengal = [[File:Territories of Dar Raj in Dhamrai Upazila, Bangladesh.svg|left|thumb|Territories of Dar Raj in Dhamrai Upazila, Bangladesh]] At the height of their administrative influence in Bengal, the Dar Raj managed an expansive estate that encompassed significant agricultural acreage, riverine tracts, and urban properties across several districts in modern-day Bangladesh. == Acreage and Geographic Scope == The total landholdings under the direct jurisdiction and revenue collection of the Dar Raj spanned approximately 25,000 acres of fertile deltaic land. The primary core of the estate was concentrated within the Dhaka and Manikganj districts: * '''Dhamrai and Nannar Estates:''' The structural and administrative heart of the Raj, containing thousands of acres of agricultural land dedicated to jute and rice cultivation. * '''Char Talibari:''' A vast, highly fertile riverine island (char) tract under the jurisdiction of the Raj. Char lands were highly valued for their seasonal alluvial soil deposition, making them prime agricultural assets, though subject to the shifting topography of the delta's river systems. * '''Savar and Singair Holdings:''' Extended revenue-collecting territories that provided steady agrarian yields and tax collections under the Permanent Settlement framework. == The Lost Palace of Char Talibari (Rajrajeshwar) == [[File:Padma river taken from lalol shah bridge.JPG|thumb|Padma River, Bangladesh]] Prior to settling in Dhamrai, Maharaja Virendra Mohan Dar initially established the first Bengal seat of the dynasty by constructing a grand palace known as the Dhar Rajbari at Char Talibari, located within the riverine Rajrajeshwar region along the banks of the Padma River after he purchased 6,000 acres of land in Rajrajeshwar. The complex was constructed at a massive cost of approximately 2 million (20 lakh) rupees. However, due to the highly volatile nature of the delta and severe, catastrophic riverbank erosion by the Padma River around 1801, the entire Char Talibari palace complex was completely undermined and destroyed by water currents, making the location permanently uninhabitable. This environmental disaster forced the Maharaja to re-orient the dynasty's administrative center inland to the safer plains of Dhamrai Upazila, where he subsequently commissioned the 250-room Nannar Rajbari. = The Dhar Zamindar Bari (The Palace at Dhamrai) = Upon establishing their zamindari in Bengal, the family constructed a monumental residential and administrative headquarters known as the Dhar Zamindar Bari (or Nannar Rajbari) in Dhamrai. Reflecting the immense wealth brought down from their northern trade roots, the estate was designed as a self-sustaining grand palace. == Architectural Design and Layout == [[File:Dhar Rajbari (Later Dhar Zamindar Bari) of Nannar, Name Plate 2001.jpg|left|thumb|Dhar Rajbari (Later Dhar Zamindar Bari) of Nannar, Name Plate 2001]] * '''The 250-Room Structure:''' The palace was a massive, sprawling complex containing roughly 250 rooms. This included separate wings for residential quarters (Andarmahal), administrative revenue courts (Kachari Ghar), guest houses, and massive storehouses for grain and treasury assets. * '''Cultural Synthesis in Architecture:''' The buildings featured a unique blend of grand Greco-Roman pillars (popular among Bengal zamindars of the era) combined with traditional South Asian courtyards.[[File:Dhar Zamindar Bari Full View with Pond 03.jpg|thumb|Dhar Zamindar Bari (Pond, front view)]] * '''Religious and Cultural Hub:''' The complex featured dedicated temples, including spaces for Durga Puja and traditional family deities, which served as the cultural epicenter for the entire local community. == Defensive Architecture == Migrating from the volatile frontier of Jammu meant the family understood the importance of security. The palace was built with several defensive features: * '''Moats and Water Barriers: T'''he palace grounds were flanked by strategically designed ponds and deep moats connected to the local river systems, acting both as a scenic landscape and a barrier against local bandits (daquits). * '''Thick Masonry and Hidden Chambers:''' The walls were constructed using thick lime-mortar bricks capable of withstanding prolonged attacks, and featured secure inner vaults to protect the family’s wealth and historical records. == Family Tree and Generational Succession == The generational descent and inheritance lines of the primary line of the House of Dar are structured as follows: * Hari Krishna Mohan Dhar (1687–1768) — ''Founder & Saffron Merchant'' ** ├─ Ramhari Dar — ''Regional Economic Administrator'' *** └─ Maharaja [[Virendra Mohan Dar]] (1758–1821) — ''Jagirdar of Akhnoor; Relocated family seat to Bengal'' ** └─ Madhusudan Dar — ''(Deceased)'' *** └─ Vallabh Mohan Dar / Vaqif Ali Khan (Khan Bahadur) — ''Adopted into main lineage; Diplomat & Court Administrator'' **** └─ '''Raja II''' Mukund Mohan Dar (1802–1876) — ''Barrister-at-Law & Jurisprudent'' ***** ├─ Bhupendra Mohan Dhar — ''Estate Administrator'' ***** └─ '''Raja III''' Rai Bahadur Hara Mohan Dhar — ''Civic Leader & Government Administrator'' ****** └─ '''Raja IV''' Dewan II Judge Mohini Mohan Dhar (1866–1947) — ''State Judge and Dewan of Mayurbhanj'' ******* ├─ '''Raja V''' Dhirendra Mohan Dhar (b. 1894) — ''5th Titular Raja; Barrister (Gray's Inn)'' ******** ├─ '''Raja VI''' Chittajit Mohan Dhar (1919–1975) — ''6th Titular Raja; Ph.D., MP & Industrialist'' ********* ├─ Princess I Subha Basu ********** └─ Roopa — ''Daughter of Princess I'' ********* ├─ Princess II Sumita Dhar ********* └─ Princess III Uma Dhar ********** └─ Vinayak Singh — ''Son of Princess III (Succession Heir via Eldest Daughter rule)'' ******** └─ Pritilata Dhar ******* └─ Satyendra Mohan Dhar, C.I.E., I.C.S. (b. 1897) — ''ICS Development Commissioner'' ******** ├─ Manojit Mohan Dhar (1927–2003) — ''Director of CDRI & Scientist'' ******** └─ ''(Second Child of Satyendra Mohan)'' == Gallery == <gallery> File:Oil portrait of Raja Mukund Mohan Dar of Akhnoor and dhamrai.png|Oil portrait of Raja II Mukund Mohan Dar of Akhnoor and Dhamrai File:Bhupendra Mohan Dhar of Dar Raj (1891).jpg|Bhupendra Mohan Dhar of Dar Raj File:Mohini Mohan Dhar.png|Raja V of Dar Raj- Mohini Mohan Dhar File:Sadhvi Saudamini Dhar.jpg|Rani Consort V of Dar Raj- Saudamini File:3rd Rani of Nannar- Rani Elokeshi Devi age 39.png|Rani III of Dar Raj- Rani Elokeshi Devi File:Barrister Dhirendra Mohan Dhar.jpg|Raja V of Dar Raj- Dhirendra Mohan Dhar File:Chittajit Mohan Dhar, PhD.jpg|Raja VI of Dar Raj- Chittajit Dhar File:Leena Dhar.jpg|Rani Consort Vi of Dar Raj- Leena Dhar File:Amiyabala Sircar Dhar.jpg|Rani Consort V of Dar Raj- Amiyabala, Princess of Hatkhola File:Uma Dhar 1990.jpg|Princess III of Dar Raj- Uma Dhar </gallery> l1soja420f2tjm2mou75u43bzes98cr 2817429 2817427 2026-06-30T16:30:53Z Atcovi 276019 PROD 2817429 wikitext text/x-wiki {{Prod|encyclopediac in nature; please see [[Wikiversity:What is Wikiversity?]] and [[Wikiversity:Differences between Wikiversity and Wikipedia]]}} [[File:Emblem (or seal) of Dar Raj دار راج.png|thumb|Emblem (or seal) of Dar Raj دار راج]] The '''House of Dar''' (historically known as the Dhar Rajbari or Dar Raj) was a prominent Kashmiri Pandit aristocratic lineage. The family wielded significant administrative power as royal Jagirdars in the Akhnoor region of Jammu and Kashmir under the Durrani Empire, before transitioning into a major hereditary Zamindari dynasty in Bengal from the late 18th century through the mid-20th century. = Historical Origins & Economic Foundations = [[File:Harikrishna Mohan Dar of Akhnoor, with servants in the Jhelum river.jpg|thumb|Portrait of Harikrishna Mohan Dar of Akhnoor, with servants in the Chenab River setting]] == Hari Krishna Mohan Dar and the Chenab Saffron Trade == The economic foundations of the House of Dar were laid by Hari Krishna Mohan Dar (b.1687–d.1768), a wealthy Kashmiri Pandit merchant who established a highly lucrative trade network utilizing the Chenab River. === The Logistics of the Chenab River Route === Trading across the Chenab River during the 18th century was a high-risk, high-reward endeavor. * '''Navigational Hazards:''' The Chenab is notorious for its fierce currents, heavy seasonal flooding from Himalayan snowmelts, and treacherous gorges. Transporting high-value goods required specialized flat-bottomed wooden boats and experienced local boatmen who understood the river's shifting sandbanks. * '''Security Challenges:''' The river banks were frequently plagued by bandits and regional warlords who demanded heavy transit taxes (rahdari). To successfully navigate this, Hari Krishna Mohan Dar secured private security escorts and formed strategic alliances with local chieftains along the river banks. === The Economics of Saffron Trading === [[File:Saffron-sargol-zafaranic.jpg|thumb|Saffron]] Saffron (known locally as ''Kesar'') was the perfect commodity for long-distance river trade: * '''High Value-to-Weight Ratio:''' Saffron was worth its weight in gold. Unlike bulky agricultural goods, a relatively small, well-guarded boat cargo of saffron could yield immense fortunes, making the perilous journey down the Chenab highly profitable. * '''Elite Demand:''' Saffron was in massive demand across the Mughal and Afghan Durrani courts for its medicinal properties, culinary uses, royal dyes, and religious rituals. By dominating this luxury supply chain from Kashmir down through Akhnoor, the Dar family amassed the foundational capital that elevated them from mere merchants to powerful regional aristocrats, paving the way for their Jagirdari status. = The Political Era of Maharaja [[Virendra Mohan Dar]] = [[File:Oil Portrait of Maharaja Virendra Mohan Dar of Akhnoor.jpg|thumb|Claude-Sterling Oil Portrait of Maharaja Virendra Mohan Dar of Akhnoor- ''The Maharaja at 26'']] == The Regency and the Royal Title (1771) == In 1771, '''Virendra Mohan Dar''' (born 1758) was granted the formal title of ''Raja'' and confirmed in his family's Jagirdari rights over Dar, Akhnoor at just thirteen years old. While exceptionally young for such a title, this ascension was driven by strategic political necessity: * '''Consolidation of Loyalty:''' The Afghan Durrani Empire was facing intense internal fractures and external pressures. By granting a grand title to the young heir of an incredibly wealthy, established Kashmiri Pandit merchant and administrative family, the Durrani court sought to ensure the family's financial resources and regional influence remained firmly allied with Kabul. * '''The Role of a Regency Council:''' Because Virendra Mohan Dar was a minor, the day-to-day administration of the Dar Akhnoor Jagir and its trade networks was managed by a sophisticated regency council composed of elder family members, trusted administrators, and elite advisors. This structure allowed the young Maharaja to symbolize continuity and legitimacy while the estate's economic engines kept running smoothly. [[File:Portrait miniature of Ahmad Shah Durrani.jpg|left|thumb|Portrait miniature of Ahmad Shah Durrani]] == The Geopolitical Collapse (1772) and Rising Powers == In 1772, just a year after Virendra Mohan Dar's ascension, the founding Emperor of the Durrani Empire, Ahmad Shah Durrani, passed away. His death plunged the region into immediate geopolitical chaos, fundamentally destabilizing the political security of the House of Dar. === The Shift in Regional Power === * '''The Decline of Durrani Control:''' Ahmad Shah's successor, Timur Shah Durrani, struggled to maintain central authority over the eastern frontiers of the empire. Kabul's grip on the Punjab and the Jammu-Akhnoor region weakened rapidly, leaving their regional loyalists—including the House of Dar—vulnerable without imperial military backing. * '''The Rise of the Sikh Misls:''' Filling the power vacuum left by the retreating Afghans was the rapid, aggressive expansion of the Sikh Misls (independent warrior confederacies). The Sukerchakia Misl (led later by Ranjit Singh's family) and the Bhangi Misl began asserting dominance over the Punjab plains and the foothills of Jammu. * '''The Targeting of Jagirdars:''' As the Sikh Misls consolidated power, older administrative structures like the Durrani-backed Jagirdars were systematically dismantled, heavily taxed, or militarily replaced to make way for new Sikh revenue collectors. == The Strategic Migration to Bengal (1795) == By 1785, the political environment in Akhnoor had become entirely untenable for the family. Surrounded by hostile regional factions and stripped of their traditional imperial protections, the House of Dar made a calculated, generational decision to liquidate portable assets and migrate eastward. By 1795, the family arrived in British-controlled Bengal, settling near the banks of the Padma River. Bengal offered two critical advantages that Akhnoor could no longer provide: # '''Political Stability:''' Under the British East India Company's administration, Bengal was insulated from the violent frontier wars of the northwest. # '''The Permanent Settlement (1793):''' The newly introduced British land laws allowed wealthy elites to buy vast tracts of land with secure, hereditary property rights. Utilizing their accumulated ancestral wealth from the Chenab-Jhelum trade, the family pivoted completely—transitioning from vulnerable military-administrative Jagirdars in the war-torn north to powerful, secure, and permanent aristocrats (Zamindars) in Bengal, eventually constructing the massive 250-room Dhar Zamindar Bari in Dhamrai. = Territorial Extent and Landholdings of the Dar Raj in Bengal = [[File:Territories of Dar Raj in Dhamrai Upazila, Bangladesh.svg|left|thumb|Territories of Dar Raj in Dhamrai Upazila, Bangladesh]] At the height of their administrative influence in Bengal, the Dar Raj managed an expansive estate that encompassed significant agricultural acreage, riverine tracts, and urban properties across several districts in modern-day Bangladesh. == Acreage and Geographic Scope == The total landholdings under the direct jurisdiction and revenue collection of the Dar Raj spanned approximately 25,000 acres of fertile deltaic land. The primary core of the estate was concentrated within the Dhaka and Manikganj districts: * '''Dhamrai and Nannar Estates:''' The structural and administrative heart of the Raj, containing thousands of acres of agricultural land dedicated to jute and rice cultivation. * '''Char Talibari:''' A vast, highly fertile riverine island (char) tract under the jurisdiction of the Raj. Char lands were highly valued for their seasonal alluvial soil deposition, making them prime agricultural assets, though subject to the shifting topography of the delta's river systems. * '''Savar and Singair Holdings:''' Extended revenue-collecting territories that provided steady agrarian yields and tax collections under the Permanent Settlement framework. == The Lost Palace of Char Talibari (Rajrajeshwar) == [[File:Padma river taken from lalol shah bridge.JPG|thumb|Padma River, Bangladesh]] Prior to settling in Dhamrai, Maharaja Virendra Mohan Dar initially established the first Bengal seat of the dynasty by constructing a grand palace known as the Dhar Rajbari at Char Talibari, located within the riverine Rajrajeshwar region along the banks of the Padma River after he purchased 6,000 acres of land in Rajrajeshwar. The complex was constructed at a massive cost of approximately 2 million (20 lakh) rupees. However, due to the highly volatile nature of the delta and severe, catastrophic riverbank erosion by the Padma River around 1801, the entire Char Talibari palace complex was completely undermined and destroyed by water currents, making the location permanently uninhabitable. This environmental disaster forced the Maharaja to re-orient the dynasty's administrative center inland to the safer plains of Dhamrai Upazila, where he subsequently commissioned the 250-room Nannar Rajbari. = The Dhar Zamindar Bari (The Palace at Dhamrai) = Upon establishing their zamindari in Bengal, the family constructed a monumental residential and administrative headquarters known as the Dhar Zamindar Bari (or Nannar Rajbari) in Dhamrai. Reflecting the immense wealth brought down from their northern trade roots, the estate was designed as a self-sustaining grand palace. == Architectural Design and Layout == [[File:Dhar Rajbari (Later Dhar Zamindar Bari) of Nannar, Name Plate 2001.jpg|left|thumb|Dhar Rajbari (Later Dhar Zamindar Bari) of Nannar, Name Plate 2001]] * '''The 250-Room Structure:''' The palace was a massive, sprawling complex containing roughly 250 rooms. This included separate wings for residential quarters (Andarmahal), administrative revenue courts (Kachari Ghar), guest houses, and massive storehouses for grain and treasury assets. * '''Cultural Synthesis in Architecture:''' The buildings featured a unique blend of grand Greco-Roman pillars (popular among Bengal zamindars of the era) combined with traditional South Asian courtyards.[[File:Dhar Zamindar Bari Full View with Pond 03.jpg|thumb|Dhar Zamindar Bari (Pond, front view)]] * '''Religious and Cultural Hub:''' The complex featured dedicated temples, including spaces for Durga Puja and traditional family deities, which served as the cultural epicenter for the entire local community. == Defensive Architecture == Migrating from the volatile frontier of Jammu meant the family understood the importance of security. The palace was built with several defensive features: * '''Moats and Water Barriers: T'''he palace grounds were flanked by strategically designed ponds and deep moats connected to the local river systems, acting both as a scenic landscape and a barrier against local bandits (daquits). * '''Thick Masonry and Hidden Chambers:''' The walls were constructed using thick lime-mortar bricks capable of withstanding prolonged attacks, and featured secure inner vaults to protect the family’s wealth and historical records. == Family Tree and Generational Succession == The generational descent and inheritance lines of the primary line of the House of Dar are structured as follows: * Hari Krishna Mohan Dhar (1687–1768) — ''Founder & Saffron Merchant'' ** ├─ Ramhari Dar — ''Regional Economic Administrator'' *** └─ Maharaja [[Virendra Mohan Dar]] (1758–1821) — ''Jagirdar of Akhnoor; Relocated family seat to Bengal'' ** └─ Madhusudan Dar — ''(Deceased)'' *** └─ Vallabh Mohan Dar / Vaqif Ali Khan (Khan Bahadur) — ''Adopted into main lineage; Diplomat & Court Administrator'' **** └─ '''Raja II''' Mukund Mohan Dar (1802–1876) — ''Barrister-at-Law & Jurisprudent'' ***** ├─ Bhupendra Mohan Dhar — ''Estate Administrator'' ***** └─ '''Raja III''' Rai Bahadur Hara Mohan Dhar — ''Civic Leader & Government Administrator'' ****** └─ '''Raja IV''' Dewan II Judge Mohini Mohan Dhar (1866–1947) — ''State Judge and Dewan of Mayurbhanj'' ******* ├─ '''Raja V''' Dhirendra Mohan Dhar (b. 1894) — ''5th Titular Raja; Barrister (Gray's Inn)'' ******** ├─ '''Raja VI''' Chittajit Mohan Dhar (1919–1975) — ''6th Titular Raja; Ph.D., MP & Industrialist'' ********* ├─ Princess I Subha Basu ********** └─ Roopa — ''Daughter of Princess I'' ********* ├─ Princess II Sumita Dhar ********* └─ Princess III Uma Dhar ********** └─ Vinayak Singh — ''Son of Princess III (Succession Heir via Eldest Daughter rule)'' ******** └─ Pritilata Dhar ******* └─ Satyendra Mohan Dhar, C.I.E., I.C.S. (b. 1897) — ''ICS Development Commissioner'' ******** ├─ Manojit Mohan Dhar (1927–2003) — ''Director of CDRI & Scientist'' ******** └─ ''(Second Child of Satyendra Mohan)'' == Gallery == <gallery> File:Oil portrait of Raja Mukund Mohan Dar of Akhnoor and dhamrai.png|Oil portrait of Raja II Mukund Mohan Dar of Akhnoor and Dhamrai File:Bhupendra Mohan Dhar of Dar Raj (1891).jpg|Bhupendra Mohan Dhar of Dar Raj File:Mohini Mohan Dhar.png|Raja V of Dar Raj- Mohini Mohan Dhar File:Sadhvi Saudamini Dhar.jpg|Rani Consort V of Dar Raj- Saudamini File:3rd Rani of Nannar- Rani Elokeshi Devi age 39.png|Rani III of Dar Raj- Rani Elokeshi Devi File:Barrister Dhirendra Mohan Dhar.jpg|Raja V of Dar Raj- Dhirendra Mohan Dhar File:Chittajit Mohan Dhar, PhD.jpg|Raja VI of Dar Raj- Chittajit Dhar File:Leena Dhar.jpg|Rani Consort Vi of Dar Raj- Leena Dhar File:Amiyabala Sircar Dhar.jpg|Rani Consort V of Dar Raj- Amiyabala, Princess of Hatkhola File:Uma Dhar 1990.jpg|Princess III of Dar Raj- Uma Dhar </gallery> qm3wy9trncw1nzvxgyof29b7xayx73u 3 330420 2817433 2026-06-30T16:40:11Z Atcovi 276019 /* Welcome */ new section 2817433 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Marcos Batistella!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Atcovi|me personally]] if you would like some [[Help:Contents|help]]. 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See you around Wikiversity! --—[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:40, 30 June 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 2tly4a3x1phndq44jf7tp8a5mjgbyca 2 330421 2817466 2026-06-30T20:50:06Z Sabbier 3098112 Created page with "Hi ! I'm a librarian that occasionally edits on Wikipedia and Wikiversity." 2817466 wikitext text/x-wiki Hi ! I'm a librarian that occasionally edits on Wikipedia and Wikiversity. h6uaz1qr5zsmrgww0oim7xleur3imss 2817484 2817466 2026-07-01T01:54:04Z Sabbier 3098112 2817484 wikitext text/x-wiki Hi ! I'm a librarian that occasionally edits on Wikipedia and Wikiversity. == Things I'm working on == [[Creating Wikiversity Courses]] === Bartending Wikiversity Course === ==== Things Yet to Do ==== # Look at structures of other wiki courses ## School vs Course vs Lesson vs Activity? ## Multiple pages per course? Multiple pages per lesson? # Gather Wikimedia photos for use ==== Course Outline ==== # What is bartending?/Bartending basics ## Types of alcohol ### Spirits portal ## Tools and their uses ## Preparation ## Glasses ## Safety ## History of pubs/bartenders/mixologists # Mixing Drinks ## Taxonomy of cocktails ## All the basic recipes # Hospitality and Industry ## Wages + tips ## Hours + Working conditions ## Unions # References ## Mr. Boston's Official Bartender's Guide ### Available on Internet Archive ## [[wikipedia:Pub|Public House]] page ## [[wikipedia:Portal:Liquor|Liquor Portal]] bs3flby8ejziztsnpwb65pi0egl2ae1 8 330422 2817472 2026-06-30T21:33:22Z Codename Noreste 2969951 Setting to blank per [[Wikiversity:Colloquium#Main page titles]]. 2817472 wikitext text/x-wiki phoiac9h4m842xq45sp7s6u21eteeq1 8 330423 2817473 2026-06-30T21:33:49Z Codename Noreste 2969951 Setting to blank per [[Wikiversity:Colloquium#Main page titles]]. 2817473 wikitext text/x-wiki phoiac9h4m842xq45sp7s6u21eteeq1 3 330425 2817488 2026-07-01T06:00:05Z Jtneill 10242 Welcome 2817488 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Sabbier!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:00, 1 July 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} s4mwi1w9z9dicb7atwp7tvqlxtq4rox 0 330426 2817500 2026-07-01T10:21:33Z James500 297601 Spin out from main page. Adding text copied from [[Universal Bibliography/Languages]]. 2817500 wikitext text/x-wiki {{Bibliography}} This page is part of [[Universal Bibliography/Languages|bibliography of languages]]. This part of the [[Universal Bibliography]] is a bibliography of Japanese. Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] History *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C&pg=PP1#v=onepage&q&f=false] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] [[Category:Japanese]] e6w7y7rcs262qgfd4tnaanvm16lmun3 2817502 2817500 2026-07-01T10:26:46Z James500 297601 /* */ Add 2817502 wikitext text/x-wiki {{Bibliography}} This page is part of [[Universal Bibliography/Languages|bibliography of languages]]. This part of the [[Universal Bibliography]] is a bibliography of Japanese. Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] History *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C&pg=PP1#v=onepage&q&f=false] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==Old Japanese== *John R Bentley. A Descriptive Grammar of Early Old Japanese Prose. 2001. [https://books.google.co.uk/books?id=Eoqv_NcLJ4gC&pg=PP1#v=onepage&q&f=false] *Alexander Vovin. A Descriptive and Comparative Grammar of Western Old Japanese. 2005. [https://books.google.co.uk/books?id=Ba1xEQAAQBAJ&pg=PR1#v=onepage&q&f=false] 2nd Ed: 2020. [https://books.google.co.uk/books?id=xfP_DwAAQBAJ&pg=PR3#v=onepage&q&f=false vol 1]. ==Classical Japanese== Introduction *Akira Komai and Thomas H Rohlich. An Introduction to Classical Japanese. Bonjinsha. Tokyo. 1991. Review: "Textbook Review by Questionnaire" (1992) [https://books.google.co.uk/books?id=tClnAAAAMAAJ 26] The Journal of the Association of Teachers of Japanese 50 (No 1: April 1992) Grammar *Noriko Katsuki-Pestemer. A Grammar of Classical Japanese. Lincom Europa. 2009. [https://books.google.co.uk/books?id=PHoLAQAAMAAJ] *Haruo Shirane. Classical Japanese: A Grammar. 2005. [https://books.google.co.uk/books?id=M5-vVlcVEDkC&pg=PP1#v=onepage&q&f=false]. Review: [https://muse.jhu.edu/article/209495/summary] *Alexander Vovin. A Reference Grammar of Classical Japanese Prose. 2003. [https://books.google.co.uk/books?id=24GTVscUCX0C&pg=PP1#v=onepage&q&f=false] *Akira Komai. A Grammar of Classical Japanese. Culver Publishing. 1979. [https://books.google.co.uk/books?id=sL0PAAAAYAAJ] *Tadashi Ikeda. Classical Japanese Grammar Illustrated with Texts. The Toho Gakkai (The Institute of Eastern Culture). 1980. [https://books.google.co.uk/books?id=jQjUAAAAMAAJ] Dictionary *Ivan Morris. Dictionary of Selected Forms in Classical Japanese Literature. Columbia University Press. 1966. [https://books.google.co.uk/books?id=O70PAAAAYAAJ] *Jiří Jelínek. Classical Japanese-English Grammar Dictionary. University of Sheffield, Centre of Japanese Studies. 1976. [https://books.google.co.uk/books?id=qOEPAAAAYAAJ] Clauses *Stefan Kaiser. Circumnominal Relative Clauses in Classical Japanese: An Historical Study. Otto Harrassowitz. Wiesbaden. 1991. ISBN 344703212X. [https://books.google.co.uk/books?id=GHsPAAAAYAAJ] [[Category:Japanese]] 64tyrnuadfzurmtg2pkxdl9nvwq36v9 2817503 2817502 2026-07-01T10:27:51Z James500 297601 /* */ Add 2817503 wikitext text/x-wiki {{Bibliography}} This page is part of [[Universal Bibliography/Languages|bibliography of languages]]. This part of the [[Universal Bibliography]] is a bibliography of Japanese. Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C&pg=PP1#v=onepage&q&f=false] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] Linguistics *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] Translation *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==History== *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] ==Old Japanese== *John R Bentley. A Descriptive Grammar of Early Old Japanese Prose. 2001. [https://books.google.co.uk/books?id=Eoqv_NcLJ4gC&pg=PP1#v=onepage&q&f=false] *Alexander Vovin. A Descriptive and Comparative Grammar of Western Old Japanese. 2005. [https://books.google.co.uk/books?id=Ba1xEQAAQBAJ&pg=PR1#v=onepage&q&f=false] 2nd Ed: 2020. [https://books.google.co.uk/books?id=xfP_DwAAQBAJ&pg=PR3#v=onepage&q&f=false vol 1]. ==Classical Japanese== Introduction *Akira Komai and Thomas H Rohlich. An Introduction to Classical Japanese. Bonjinsha. Tokyo. 1991. Review: "Textbook Review by Questionnaire" (1992) [https://books.google.co.uk/books?id=tClnAAAAMAAJ 26] The Journal of the Association of Teachers of Japanese 50 (No 1: April 1992) Grammar *Noriko Katsuki-Pestemer. A Grammar of Classical Japanese. Lincom Europa. 2009. [https://books.google.co.uk/books?id=PHoLAQAAMAAJ] *Haruo Shirane. Classical Japanese: A Grammar. 2005. [https://books.google.co.uk/books?id=M5-vVlcVEDkC&pg=PP1#v=onepage&q&f=false]. Review: [https://muse.jhu.edu/article/209495/summary] *Alexander Vovin. A Reference Grammar of Classical Japanese Prose. 2003. [https://books.google.co.uk/books?id=24GTVscUCX0C&pg=PP1#v=onepage&q&f=false] *Akira Komai. A Grammar of Classical Japanese. Culver Publishing. 1979. [https://books.google.co.uk/books?id=sL0PAAAAYAAJ] *Tadashi Ikeda. Classical Japanese Grammar Illustrated with Texts. The Toho Gakkai (The Institute of Eastern Culture). 1980. [https://books.google.co.uk/books?id=jQjUAAAAMAAJ] Dictionary *Ivan Morris. Dictionary of Selected Forms in Classical Japanese Literature. Columbia University Press. 1966. [https://books.google.co.uk/books?id=O70PAAAAYAAJ] *Jiří Jelínek. Classical Japanese-English Grammar Dictionary. University of Sheffield, Centre of Japanese Studies. 1976. [https://books.google.co.uk/books?id=qOEPAAAAYAAJ] Clauses *Stefan Kaiser. Circumnominal Relative Clauses in Classical Japanese: An Historical Study. Otto Harrassowitz. Wiesbaden. 1991. ISBN 344703212X. [https://books.google.co.uk/books?id=GHsPAAAAYAAJ] [[Category:Japanese]] tu0dhl7fbw7pjl4e54mi7duosgvniv5 2817504 2817503 2026-07-01T10:31:52Z James500 297601 /* */ Add 2817504 wikitext text/x-wiki {{Bibliography}} This page is part of [[Universal Bibliography/Languages|bibliography of languages]]. This part of the [[Universal Bibliography]] is a bibliography of Japanese. Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C&pg=PP1#v=onepage&q&f=false] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] ==Linguistics== *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] ==Translation== *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Dialects and regions== Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==History== *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] ==Old Japanese== *John R Bentley. A Descriptive Grammar of Early Old Japanese Prose. 2001. [https://books.google.co.uk/books?id=Eoqv_NcLJ4gC&pg=PP1#v=onepage&q&f=false] *Alexander Vovin. A Descriptive and Comparative Grammar of Western Old Japanese. 2005. [https://books.google.co.uk/books?id=Ba1xEQAAQBAJ&pg=PR1#v=onepage&q&f=false] 2nd Ed: 2020. [https://books.google.co.uk/books?id=xfP_DwAAQBAJ&pg=PR3#v=onepage&q&f=false vol 1]. ==Classical Japanese== Introduction *Akira Komai and Thomas H Rohlich. An Introduction to Classical Japanese. Bonjinsha. Tokyo. 1991. Review: "Textbook Review by Questionnaire" (1992) [https://books.google.co.uk/books?id=tClnAAAAMAAJ 26] The Journal of the Association of Teachers of Japanese 50 (No 1: April 1992) Grammar *Noriko Katsuki-Pestemer. A Grammar of Classical Japanese. Lincom Europa. 2009. [https://books.google.co.uk/books?id=PHoLAQAAMAAJ] *Haruo Shirane. Classical Japanese: A Grammar. 2005. [https://books.google.co.uk/books?id=M5-vVlcVEDkC&pg=PP1#v=onepage&q&f=false]. Review: [https://muse.jhu.edu/article/209495/summary] *Alexander Vovin. A Reference Grammar of Classical Japanese Prose. 2003. [https://books.google.co.uk/books?id=24GTVscUCX0C&pg=PP1#v=onepage&q&f=false] *Akira Komai. A Grammar of Classical Japanese. Culver Publishing. 1979. [https://books.google.co.uk/books?id=sL0PAAAAYAAJ] *Tadashi Ikeda. Classical Japanese Grammar Illustrated with Texts. The Toho Gakkai (The Institute of Eastern Culture). 1980. [https://books.google.co.uk/books?id=jQjUAAAAMAAJ] Dictionary *Ivan Morris. Dictionary of Selected Forms in Classical Japanese Literature. Columbia University Press. 1966. [https://books.google.co.uk/books?id=O70PAAAAYAAJ] *Jiří Jelínek. Classical Japanese-English Grammar Dictionary. University of Sheffield, Centre of Japanese Studies. 1976. [https://books.google.co.uk/books?id=qOEPAAAAYAAJ] Clauses *Stefan Kaiser. Circumnominal Relative Clauses in Classical Japanese: An Historical Study. Otto Harrassowitz. Wiesbaden. 1991. ISBN 344703212X. [https://books.google.co.uk/books?id=GHsPAAAAYAAJ] [[Category:Japanese]] b2n8gpcbi9drbry2s7nf8y4gtm2aq7x 2817510 2817504 2026-07-01T11:39:28Z James500 297601 /* Linguistics */ Add 2817510 wikitext text/x-wiki {{Bibliography}} This page is part of [[Universal Bibliography/Languages|bibliography of languages]]. This part of the [[Universal Bibliography]] is a bibliography of Japanese. Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C&pg=PP1#v=onepage&q&f=false] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] ==Linguistics== *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Review: [https://www.jstor.org/stable/48828212] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] ==Translation== *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Dialects and regions== Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==History== *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] ==Old Japanese== *John R Bentley. A Descriptive Grammar of Early Old Japanese Prose. 2001. [https://books.google.co.uk/books?id=Eoqv_NcLJ4gC&pg=PP1#v=onepage&q&f=false] *Alexander Vovin. A Descriptive and Comparative Grammar of Western Old Japanese. 2005. [https://books.google.co.uk/books?id=Ba1xEQAAQBAJ&pg=PR1#v=onepage&q&f=false] 2nd Ed: 2020. [https://books.google.co.uk/books?id=xfP_DwAAQBAJ&pg=PR3#v=onepage&q&f=false vol 1]. ==Classical Japanese== Introduction *Akira Komai and Thomas H Rohlich. An Introduction to Classical Japanese. Bonjinsha. Tokyo. 1991. Review: "Textbook Review by Questionnaire" (1992) [https://books.google.co.uk/books?id=tClnAAAAMAAJ 26] The Journal of the Association of Teachers of Japanese 50 (No 1: April 1992) Grammar *Noriko Katsuki-Pestemer. A Grammar of Classical Japanese. Lincom Europa. 2009. [https://books.google.co.uk/books?id=PHoLAQAAMAAJ] *Haruo Shirane. Classical Japanese: A Grammar. 2005. [https://books.google.co.uk/books?id=M5-vVlcVEDkC&pg=PP1#v=onepage&q&f=false]. Review: [https://muse.jhu.edu/article/209495/summary] *Alexander Vovin. A Reference Grammar of Classical Japanese Prose. 2003. [https://books.google.co.uk/books?id=24GTVscUCX0C&pg=PP1#v=onepage&q&f=false] *Akira Komai. A Grammar of Classical Japanese. Culver Publishing. 1979. [https://books.google.co.uk/books?id=sL0PAAAAYAAJ] *Tadashi Ikeda. Classical Japanese Grammar Illustrated with Texts. The Toho Gakkai (The Institute of Eastern Culture). 1980. [https://books.google.co.uk/books?id=jQjUAAAAMAAJ] Dictionary *Ivan Morris. Dictionary of Selected Forms in Classical Japanese Literature. Columbia University Press. 1966. [https://books.google.co.uk/books?id=O70PAAAAYAAJ] *Jiří Jelínek. Classical Japanese-English Grammar Dictionary. University of Sheffield, Centre of Japanese Studies. 1976. [https://books.google.co.uk/books?id=qOEPAAAAYAAJ] Clauses *Stefan Kaiser. Circumnominal Relative Clauses in Classical Japanese: An Historical Study. Otto Harrassowitz. Wiesbaden. 1991. ISBN 344703212X. [https://books.google.co.uk/books?id=GHsPAAAAYAAJ] [[Category:Japanese]] ehtl9ehyqkme5gv9m68z0mv3ufkn6oe 2817511 2817510 2026-07-01T11:47:05Z James500 297601 /* Linguistics */ Add 2817511 wikitext text/x-wiki {{Bibliography}} This page is part of [[Universal Bibliography/Languages|bibliography of languages]]. This part of the [[Universal Bibliography]] is a bibliography of Japanese. Bibliography *Oskar Nachod. "Linguistics". Bibliography of the Japanese Empire 1906-1926. 1928. vol 2. Chapter XII. pp [https://archive.org/details/bibliographyofja0002oska/page/613/mode/1up 613] to 628, 753 and 754. *Wenckstern. "Philology: The Japanese Language". A Bibliography of the Japanese Empire. Chapter VI. vol 1, pp [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PA74#v=onepage&q&f=false 74] to 88. vol 2, pp [https://archive.org/details/bibliographyofja0002frvo/page/74/mode/1up 74] to 89. General *Haruhiko Kindaichi. The Japanese Language. Tuttle. 1978. [https://books.google.co.uk/books?id=s_UZAQAAIAAJ] 1989. [https://books.google.co.uk/books?id=PdzkyasVMMoC] 2010. [https://books.google.co.uk/books?id=dAbRAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Osamu Mizutani. Japanese: The Spoken Language in Japanese Life. Japan Times. 1981. [https://books.google.co.uk/books?id=jZsPAAAAYAAJ] *Charles Berlitz. Passport to Japanese. 1985. [https://books.google.co.uk/books?id=MSQ04TeVfWYC] Periodicals *Japanese Language and Literature. (Journal of the Association of Teachers of Japanese.) [https://books.google.co.uk/books?&id=QpkmAQAAIAAJ] Kokugo *Paul H Clark. The Kokugo Revolution: Education, Identity, and Language Policy in Imperial Japan. (Japan Research Monograph 16). [https://books.google.co.uk/books?id=F6jSEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yeounsuk Lee. The Ideology of Kokugo: Nationalizing Language in Modern Japan. University of Hawaii Press. 2010. [https://books.google.co.uk/books?id=54wBEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Kokugo To Iu Shisō: Kindai Nihon No Gengo Ninshiki. (Japanese: 「国語」という思想: 近代日本の言語認識). Iwanami Shoten. Tokyo. 1996. Nihongo *Makoto Sugawara. Nihongo: A Japanese Approach to Japanese. East Publications. [https://books.google.co.uk/books?id=fKkPAAAAYAAJ] *Roy Andrew Miller. Nihongo: In Defence of Japanese. The Athlone Press. 1986. [https://books.google.co.uk/books?id=oRxkAAAAMAAJ] *Nihongo Notes. The Japan Times. [https://books.google.co.uk/books?id=LdkpAQAAIAAJ] *Yutaka Sato and Margaret Y. Yamashita. Nihongo: Introductory Japanese. 1994. vol 2. [https://books.google.co.uk/books?id=ptACuS6HnpUC&pg=PP1#v=onepage&q&f=false] *Minna No Nihongo I. 3A Corporation. (スリーエーネットワーク). 1998. [https://books.google.co.uk/books?id=G-bl2P5lRl4C&pg=PP1#v=onepage&q&f=false] **Minna No Nihongo II. [https://books.google.co.uk/books?id=4nHnMa4Zw-MC&pg=PP1#v=onepage&q&f=false] Introductions *A E Backhouse. The Japanese Language: An Introduction. Oxford University Press. 1993. [https://books.google.co.uk/books?id=vawPAAAAYAAJ] *Richard Bowring and Haruko Uryū Laurie. An Introduction to Modern Japanese. 1992. [https://books.google.co.uk/books?id=Gu3k3eiOXWAC&pg=PP1#v=onepage&q&f=false] Understanding *Yasuko Obana. Understanding Japanese: A Handbook for Learners and Teachers. 2000. [https://books.google.co.uk/books?id=I9IPAAAAYAAJ] Learn *Yuko Fukuroi. Learn Japanese. Institute of Asian Studies. 1997. [https://books.google.co.uk/books?id=0SJkAAAAMAAJ] *John Young and Kimiko Nakajima-Okano. Learn Japanese: New College Text: Volume IV. 1985. [https://books.google.co.uk/books?id=rxwxLVwW2t0C&pg=PP1#v=onepage&q&f=false] *John Young and Kimiko Nakajima-Okano. Learn Japanese: Pattern Approach. University of Maryland. 1963. [https://books.google.co.uk/books?id=pG1AsovGf3AC] *Nobuko Mizutani. Let's Learn Japanese. (Radio Japan). 1993. [https://books.google.co.uk/books?id=4urrPQAACAAJ] *Senko K Maynard. Learning Japanese for Real: A Guide to Grammar, Use, and Genres of the Nihongo World. University of Hawaii Press. 2011. [https://books.google.co.uk/books?id=QF4EEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Muneo Kimura. Learning Japanese: Techniques for Intermediate and Advanced Student. (Orientation Seminars on Japan, number 23). Office for the Japanese Studies Center, The Japan Foundation. 1986. [https://books.google.co.uk/books?id=ZyUHAQAAIAAJ] *Miwa Kai. Listen & Learn Japanese. 1959. Reprinted 1986. [https://books.google.co.uk/books?id=wBrYftZU6z4C&pg=PR1#v=onepage&q&f=false] Study *Jun Maeda. Let's Study Japanese. (Tuttle Language Library). 1st Ed: 1965. [https://books.google.co.uk/books?id=itdGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] Courses *Fudeko Obazawa Reekie. A First Course in Japanese. 2007. [https://books.google.co.uk/books?id=VvmrFBsaXOkC&pg=PR3#v=onepage&q&f=false] *Intensive Course in Japanese. Language Services Co Ltd. [https://books.google.co.uk/books?id=SRhIAAAAMAAJ] [https://books.google.co.uk/books?id=0ytIAAAAMAAJ] *Akiyama. Nucleus Course in Japanese. Institute of Modern Languages. [https://books.google.co.uk/books?id=iGw-AAAAIAAJ] *Oreste Vaccari and Enko Elisa Vaccari. Complete Course of Japanese Conversation-Grammar. [https://books.google.co.uk/books?id=x9MTAQAAMAAJ] *Clay MacCauley. An Introductory Course in Japanese. 1897. [https://books.google.co.uk/books?id=Hmvl19e6ld4C&pg=PP5#v=onepage&q&f=false] Essential *Essential Japanese: Speak Japanese with Confidence. Tuttle. 2012. [https://books.google.co.uk/books?id=aJzTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Lynne Strugnell. Essential Japanese. Berlitz. [https://books.google.co.uk/books?id=2vxBU3vjytQC] *Samuel E Martin. Essential Japanese: An Introduction to the Standard Colloquial Language. 1954. [https://books.google.co.uk/books?id=rx5kAAAAMAAJ] *Helmut Morsbach and Kazue Kurebayashi. Essential Japanese: A Guidebook to Language and Culture. Penguin Books.1990. ISBN 9780140101881. [https://books.google.co.uk/books?id=3rqgQ7zW3AsC] Ultimate *Ultimate Japanese **Suguru Akutsu. Ultimate Japanese: Advanced. 1998. [https://books.google.co.uk/books?id=7VV4RAAACAAJ]. Review: [https://books.google.co.uk/books?id=GnMqAQAAIAAJ 33] The Journal of the Association of Teachers of Japanese 111 (No 2: October 1999) Easy *Samuel E Martin. Easy Japanese: A Direct Learning Approach for Immediate Communication. 1st Ed: 1957. 2nd Ed: 1959. 3rd Ed: 1962. 4th Ed: 2006: [https://books.google.co.uk/books?id=CKHTAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jack Seward. Easy Japanese. 1992. [https://books.google.co.uk/books?id=jQIraVXUxN0C] *Fumiko Koide. Easy Japanese. Nippon Kyooiku Kiki Fukyu Center Company. 1971. [https://books.google.co.uk/books?id=Q4JEAQAAMAAJ] *Emiko Konomi. Easy Japanese: Learn to Speak Japanese Quickly! [https://books.google.co.uk/books?id=mjtRDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Basic *Eriko Sato. Basic Japanese. [Practice Makes Perfect]. Premium 3rd Ed: 2023.[https://books.google.co.uk/books?id=JmeYEAAAQBAJ] *NTC's Basic Japanese. [https://books.google.co.uk/books?id=hLyZCKpa8jMC] *Samuel E. Martin and Eriko Sato. Basic Japanese: Learn to Speak Japanese in 10 Easy Lessons. Tuttle. [https://books.google.co.uk/books?id=F1RSDwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Shoko Hamano and Takae Tsujioka. Basic Japanese: A Grammar and Workbook. 2011. [https://books.google.co.uk/books?id=l0fJAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Demystified, Dummies *Eriko Sato. Japanese Demystified. 2008. [https://books.google.co.uk/books?id=Ak7AlXKi3pYC&pg=PR3#v=onepage&q&f=false] *Eriko Sato. Japanese For Dummies. 2002. [https://books.google.co.uk/books?id=Oi6lpE_NC-wC] Hiroko Chiba and Erik Sato. 3rd Ed. [https://books.google.co.uk/books?id=Gql7DwAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate *Michael L Kluemper and Lisa Berkson. Intermediate Japanese Textbook. 2022. [https://books.google.co.uk/books?id=7hl2EAAAQBAJ&pg=PP1#v=onepage&q&f=false] **Intermediate Japanese Workbook. [https://books.google.co.uk/books?id=4qB-EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hiyaku: An Intermediate Japanese Course. 2011. [https://books.google.co.uk/books?id=9ZDtCQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Haruko Laurie and Richard Bowring. Cambridge Intermediate Japanese. 2002. [https://books.google.co.uk/books?id=E1wLAQAAMAAJ] *Yasuko Ito Watt and Richard Rubinger. Readers Guide to Intermediate Japanese: A Quick Reference to Written Expressions. 1998. [https://books.google.co.uk/books?id=S8ACEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Intermediate to advanced *The Routledge Intermediate to Advanced Japanese Reader. [https://books.google.co.uk/books?id=ZcMfEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Advanced *Noriko Ishihara and Magara Maeda. Advanced Japanese: Communication in Context. 2010. [https://books.google.co.uk/books?id=gmBQDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *An Introduction to Advanced Spoken Japanese. Inter-university Center for Japanese Language Studies. Delmer M Brown. 1987. [https://books.google.com/books?id=Og96QDPsx18C] For scientists and engineers *Edward E. Daub, R Byron Bird and Nobuo Inoue. Basic Technical Japanese. 科学技術日本語の基礎. University of Wisconsin Press. 1990. [https://books.google.co.uk/books?id=oN23JJhjFpwC&pg=PP1#v=onepage&q&f=false] Readings *Joseph K Yamagiwa (ed). Readings in Japanese Language and Linguistics. University of Michigan Press. [https://books.google.co.uk/books?id=76wPAAAAYAAJ] Vocabulary *Akira Miura. Essential Japanese Vocabulary. Tuttle. [https://books.google.co.uk/books?id=ZZvTAgAAQBAJ&pg=PA1#v=onepage&q&f=false] *Carol and Nobuo Akiyama. Japanese Vocabulary. Barron's. 1991. [https://books.google.co.uk/books?id=7Aa6PAAACAAJ] Words *Akira Miura. Japanese Words & Their Uses. Charles E Tuttle. 1983. [https://books.google.co.uk/books?id=MVVzBgAAQBAJ&pg=PP1#v=onepage&q&f=false] Verbs *Complete Japanese Verb Guide. Tuttle. 1989. [https://books.google.co.uk/books?id=I_EPCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *P Suski. Japanese Verbs. (Super Review). Research & Education Association. 2002. [https://books.google.co.uk/books?id=9t6oHZh5gecC&pg=PP1#v=onepage&q&f=false] *Naoko Chino. Japanese Verbs at a Glance. Kodansha International. 1996. [https://books.google.co.uk/books?id=-8AjAQAAIAAJ] *600 Basic Japanese Verbs. Tuttle. [https://books.google.co.uk/books?id=wZgdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Roland A Lange. 501 Japanese Verbs. Barron's. 1988. [https://books.google.co.uk/books?id=ANQXAAAAIAAJ] **201 Japanese Verbs. 1971. [https://books.google.co.uk/books?id=Dve2QgAACAAJ] *Rita Lampkin. Japanese Verbs and Essentials of Grammar: A Practical Guide to the Mastery of Japanese. 1995. [https://books.google.co.uk/books?id=P_CyQgAACAAJ] *Suski. Conjugation of Japanese Verbs in the Modern Spoken Japanese. 1942. [https://books.google.co.uk/books?id=SZIPAAAAYAAJ] *G F Verbeck. A Synopsis of All the Conjugations of the Japanese Verbs. 1887. [https://books.google.co.uk/books?id=jEJlAAAAIAAJ&pg=PA1#v=onepage&q&f=false] *Ready Conjugator of Japanese Verbs and Adjectives [https://books.google.co.uk/books?id=jrNDAQAAIAAJ] *Tadao Miyamoto. The Light Verb Construction in Japanese: The Role of the Verbal Noun. 1999. [https://books.google.co.uk/books?id=pHKVTctA-WwC&pg=PP1#v=onepage&q&f=false] Adjectives *Ann Tarumoto. Complete Japanese Adjective Guide. Tuttle. 2001. [https://books.google.co.uk/books?id=SIC4CgAAQBAJ&pg=PP1#v=onepage&q&f=false] Idioms *Kodansha's Dictionary of Basic Japanese Idioms. 2002. [https://books.google.co.uk/books?id=mQ5gyagWePMC&pg=PP1#v=onepage&q&f=false] *Nobuo Akiyama and Carol Akiyama. Japanese Idioms. Barron's. 1996. [https://books.google.co.uk/books?id=V5YPAAAAYAAJ] *Michael L Maynard and Senko K Maynard. 101 Japanese Idioms: Understanding Japanese Language and Culture Through Popular Phrases. 1993. [https://books.google.co.uk/books?id=HXI-Xvv5dMYC] Grammar *Stefan Kaiser, Yasuko Ichikawa, Noriko Kobayashi and Hilofumi Yamamoto. Japanese: A Comprehensive Grammar. 2001. 2nd Ed: 2013: [https://books.google.co.uk/books?id=vJH3CumpiZEC&pg=PP1#v=onepage&q&f=false]. *Naomi H McGloin, Mutsuko Endo Hudson, Fumiko Nazikian and Tomomi Kakegawa. Modern Japanese Grammar: A Practical Guide. 2014. [https://books.google.co.uk/books?id=qcdBDgAAQBAJ&pg=PA11#v=onepage&q&f=false] *Yuki Johnson. Fundamentals of Japanese Grammar. [https://books.google.co.uk/books?id=keIZAQAAIAAJ] *Kazuhiro Teruya. A Systemic Functional Grammar of Japanese. 2007. [https://books.google.co.uk/books?id=SJcqAQAAIAAJ] *Kimihiko Nomura. Japanese Grammar: The Connecting Point. 2010. [https://books.google.co.uk/books?id=I913EQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Masahiro Tanimori and Eriko Sato. Essential Japanese Grammar. Tuttle. [https://books.google.co.uk/books?id=CUXRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Zeljko Cipris and Shoko Hamano. Making Sense of Japanese Grammar: A Clear Guide through Common Problems. 2002. [https://books.google.co.uk/books?id=GZ0BEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Carol Akiyama and Nobuo Akiyama. Pocket Japanese Grammar. 4th Ed: 2020: [https://books.google.co.uk/books?id=aga9DwAAQBAJ&pg=PP1#v=onepage&q&f=false] **Japanese Grammar. 3rd Ed. [https://books.google.co.uk/books?id=cO5wDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Harold G Henderson. Handbook of Japanese Grammar. 1945. 2011. [https://books.google.co.uk/books?id=NYEBAwAAQBAJ&pg=PP1#v=onepage&q&f=false] *W P Lehmann and Lloyd Faust. A Grammar of Formal Written Japanese. (Harvard-Yenching Institute Studies, vol 5). 1951. [https://books.google.co.uk/books?id=50s0AAAAIAAJ] Written; Writing *David Ashworth and Ikumi Hitosugi. Written Japanese: An Introduction. 1993. [https://books.google.co.uk/books?id=fLDhgDHj7_EC&pg=PP1#v=onepage&q&f=false] *Heath Rose. The Japanese Writing System: Challenges, Strategies and Self-regulation for Learning Kanji. 2017. [https://books.google.co.uk/books?id=ZDU8DwAAQBAJ&pg=PA1924#v=onepage&q&f=false] *Basil Hall Chamberlain. A Practical Introduction to the Study of Japanese Writing. 1899. [https://books.google.co.uk/books?id=-SWFGQkuJN8C&pg=PP5#v=onepage&q&f=false] Handwritten *P G O'Neill. A Reader of Handwritten Japanese. Kodansha International. 1984. [https://books.google.co.uk/books?id=r-MZAQAAIAAJ] Hiragana and katakana *Timothy G Stout. Japanese Hiragana & Katakana for Beginners. 2011. [https://books.google.co.uk/books?id=ZPs8BAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kenneth G Henshall and Tetsuo Takagaki. Learning Japanese Hiragana and Katakana. Revised 2nd Ed. [https://books.google.co.uk/books?id=QyfRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] **Guide to Learning Hiragana & Katakana. Tuttle. 1990. [https://books.google.com/books?id=18i1QgAACAAJ] *Glen McCabe. Japanese Hiragana and Katakana Flash Cards. 2012. [https://books.google.co.uk/books?id=aSFFBAAAQBAJ&pg=PA34#v=onepage&q&f=false] *Richard S Keirstead. Japanese Hiragana & Katakana: Language Practice Pad. 2016. [https://books.google.co.uk/books?id=yPxHDgAAQBAJ&pg=PP1#v=onepage&q&f=false] Hiragana *Fujihiko Kaneda. Easy Hiragana. Passport Books. 1989. [https://books.google.com/books?id=CvQZAQAAIAAJ] *James W Heisig. Remembering the Hiragana: a complete course on how to teach yourself the Japanese syllabary in 3 hours. Japan Publications Trading Co. 1987. [https://books.google.co.uk/books?id=VdEPAAAAYAAJ] *Timothy G Stout. Japanese Hiragana for Beginners. 2007. [https://books.google.co.uk/books?id=dR_RAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Jim Gleeson. Writing Japanese Hiragana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=YtZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Yuko Green. My First Hiragana Activity Book. 2000. [https://books.google.co.uk/books?id=C-OKxX_cdpgC&pg=PP1#v=onepage&q&f=false] Katakana *Tina Wells. Easy Katakana: How to Read and Write English Words Used in Japanese. Passport Books. 1989. [https://books.google.co.uk/books?id=-ZSDP-9i9oUC] *Helmut Morsbach, Kazue Kurebayashi and James W. Heisig. Remembering the Katakana. Japan Publications Trading Co. 1990. [https://books.google.co.uk/books?id=HeAPAAAAYAAJ] *Jim Gleeson. Writing Japanese Katakana: An Introductory Japanese Language Workbook. 1996. Revised Ed: 2015: [https://books.google.co.uk/books?id=rNZGCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Timothy G Stout. Japanese Katakana for Beginners: First Steps to Mastering the Japanese Writing System. 2007. [https://books.google.co.uk/books?id=W5sdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji and kana *Wolfgang Hadamitzky and Mark Spahn. Japanese Kanji and Kana: A Complete Guide to the Japanese Writing System. 1981. 2nd Ed: 1997. 3rd Ed: 2011. [https://books.google.co.uk/books?id=3w7QAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Kanji *James W Heisig. Remembering the Kanji. 1977. 5th Ed: 2007. [https://books.google.co.uk/books?id=TtEaylKrGaMC&pg=PP1#v=onepage&q&f=false vol 1]. Remembering the Kanji 1. [https://books.google.co.uk/books?id=PYOUEAAAQBAJ&pg=PP1#v=onepage&q&f=false] **James W Heisig. Remembering the Kanji: A systematic guide to reading Japanese characters. 1987. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *James W Heisig and Tanya Sienko. Remembering the Kanji 3. 1994. 2nd Ed: 2008. [https://books.google.co.uk/books?id=wTZ4x_BHe5EC&pg=PP1#v=onepage&q&f=false] *Editorial staff of The East magazine. Kanji Kanji. The East Publications Inc. Tokyo. 1972: [https://books.google.co.uk/books?id=HcYPAAAAYAAJ]. Revised Ed: 1983: [https://books.google.co.uk/books?id=T8YPAAAAYAAJ]. *Andrew Dykstra. Kanji 1-2-3. Kanji Press. [https://books.google.co.uk/books?id=SnBWAAAAYAAJ] *Naoomi Kuratani, Akemi Kobayashi and Shunsuke Okunishi (eds). A New Dictionary of Kanji Usage あたらしい漢字用法辞典. Gakken. 1982. [https://books.google.co.uk/books?id=5-C4AAAAIAAJ]. Review: "The Slimline Kanji Dictionaries" (1996) 9 International Journal of Lexicography 132 (No 2: June). Abstracts: [https://books.google.co.uk/books?id=2vYPAQAAMAAJ] [https://academic.oup.com/ijl/article-abstract/9/2/132/930154] *Jack Halpern. The Kodansha Kanji Usage Guide: An A to Z of Kun Homophones. [https://books.google.co.uk/books?id=qgWQEAAAQBAJ] *Laurence Matthews. Kanji Fast Finder 漢字早引き辞典. Tuttle. [https://books.google.co.uk/books?id=7SdpPwAACAAJ] *Glen Nolan Grant. Mastering Japanese Kanji. Tuttle. 2009. [https://books.google.co.uk/books?id=0L1GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. *John Millen. Kanji Power: A Workbook for Mastering Japanese Characters. Tuttle Publishing. 1993. [https://books.google.co.uk/books?id=uPu4AAAAIAAJ] *Oreste Vaccari. Standard Kanji. Revised Ed. 1949. [https://books.google.co.uk/books?id=b1Q98sCcgV0C] *P G O'Neill. Essential Kanji. Weatherhill. 1973 [https://books.google.co.uk/books?id=VYadVK-DqSYC]. Paperback Ed: 1987: [https://books.google.co.uk/books?id=dQ25AAAAIAAJ]. *Essential Japanese Kanji. Tuttle. 2015. [https://books.google.co.uk/books?id=Gr5GCgAAQBAJ&pg=PP1#v=onepage&q&f=false vol 1]. 2016. [https://books.google.co.uk/books?id=F8A0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *Fujihiko Kaneda. Easy Kanji. Passport Books. 1996. [https://books.google.co.uk/books?id=R7ZM9Dao7NMC] *Erik Sato. Learning Japanese Kanji: Practice Book. Tuttle. [https://books.google.co.uk/books?id=IcA0DwAAQBAJ&pg=PP1#v=onepage&q&f=false vol 2]. *The Second 100 Japanese Kanji. Tuttle. [https://books.google.co.uk/books?id=gUjRAgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn Kanji: An Introduction to Radicals, Components and 250 Very Basic Kanji. Kodansha International. 1997. [https://books.google.co.uk/books?id=khnrnBXLciIC&pg=PP1#v=onepage&q&f=false] **Richard Glenn Covington, Yasuko Kosaka Mitamura and Joyce Yumi Mitamura. Let's Learn More Kanji: Family Groups, Learning Strategies, and 300 Complex Kanji. [https://books.google.co.uk/books?id=HLEOAAAACAAJ] Read; Reading *Eleanor Harz Jorden and Hamako Ito Chaplin. Reading Japanese. Yale University Press. 1976. [https://books.google.co.uk/books?id=1MF6kCogEx0C&pg=PP1#v=onepage&q&f=false] *Jiří Jelínek and Patricia A Heron. Reading Japanese: A self-instructional manual for beginners, leading to independent translating ability. University of Sheffield, Centre of Japanese Studies. 1975. [https://books.google.co.uk/books?id=IKQPAAAAYAAJ] *Dale P Crowley, with the assistance of Yoshiyuki Kawata and Yoko Kawata. Manual for Reading Japanese. University Press of Hawaii. Honolulu. 1972. [https://books.google.co.uk/books?id=nK0PAAAAYAAJ] *John Braden. Read Practical Japanese. Kenkyusha. 1976. [https://books.google.co.uk/books?id=3MAPAAAAYAAJ] *Setsuko Aihara, with Graham Parkes. Strategies for Reading Japanese: A Rational Approach to the Japanese Sentence. Japan Publications Trading Company. Tokyo. 1992. [https://books.google.co.uk/books?id=tMs_AQAAIAAJ] *Len Walsh. Read Japanese Today: The Easy Way to Learn Hiragana, Katakana and Kanji. Tuttle. [https://books.google.co.uk/books?id=1hjBEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Arthur Rose-Innes. Japanese Reading for Beginners. K Yoshikawa & Co. [https://books.google.co.uk/books?id=cP1z4IcbiO4C] ==Linguistics== *Yoko Hasegawa (ed). The Cambridge Handbook of Japanese Linguistics. 2018. [https://books.google.co.uk/books?id=CC5RDwAAQBAJ&pg=PP1#v=onepage&q&f=false] Reviews: [https://www.jstor.org/stable/48828212] [https://online.ucpress.edu/jjs/article-abstract/46/2/536/210735/Review-The-Cambridge-Handbook-of-Japanese] *Shigeru Miyagawa and Mamoru Saito (eds). The Oxford Handbook of Japanese Linguistics. 2008. [https://books.google.co.uk/books?id=4CS07LRO8O8C&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. An Introduction to Japanese Linguistics. 1996. Review: [https://www.jstor.org/stable/489672]. 3rd Ed. [https://books.google.co.uk/books?id=LdaYAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Yoko Hasegawa. Japanese: A Linguistic Introduction. 2015. [https://books.google.co.uk/books?id=gpeiBQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toshiko Yamaguchi. Japanese Linguistics in Use: An Introduction for Language Learners. 2007. 2025. [https://books.google.co.uk/books?id=QP-YEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Natsuko Tsujimura. Japanese Linguistics. 2005. [https://books.google.com/books?id=bgJ8PgAACAAJ] *Tetsuo Harada. Outlines of Modern Japanese Linguistics. Tateshina Print Company. 1966. [https://books.google.co.uk/books?id=jTcHAQAAIAAJ] Periodicals, Linguistics *Papers in Japanese Linguistics [https://books.google.co.uk/books?id=iZomAQAAIAAJ] *Journal of Japanese Linguistics [https://books.google.co.uk/books?id=458mAQAAIAAJ] Kokugogaku and nihongogaku *Lidia Tanaka. "Japanese language studies: Kokugo as an ideology, nihongo as an autonomous and global scholarship?". Kaori Okano and Yoshio Sugimoto (eds). Rethinking Japanese Studies: Eurocentrism and the Asia-Pacific Region. Routledge Contemporary Japan Series. 2018.Chapter 3. pp [https://books.google.co.uk/books?id=sEcrDwAAQBAJ&pg=PA32#v=onepage&q&f=false 32] to 52. Nihongogaku (Japanese: [[w:ja:日本語学|日本語学]]) (English: Japanese linguistics; Japanese language studies) *[https://ndlsearch.ndl.go.jp/rnavi/humanities/post_198 日本語学に関する文献を探すには（主題書誌）]. [[w:en:National Diet Library|NDL]]. Cf. Kokugogaku (Japanese: [[en:wikt:国語学|国語学]]) (English: national language studies) Syntax and semantics *Masayoshi Shibatani. Syntax and Semantics. Japanese Generative Grammar 5. Academic Press. 1976. [https://books.google.co.uk/books?id=sPJZEQAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kuroda. Japanese Syntax and Semantics: Collected Papers. 1992. [https://books.google.co.uk/books?id=OXnrCAAAQBAJ&pg=PP1#v=onepage&q&f=false] *John Hinds and Irwin Howard (eds). Problems in Japanese Syntax and Semantics. Kaitakusha Co Ltd. 1978. [https://books.google.co.uk/books?id=_yBkAAAAMAAJ] Semantics and pragmatics *Wesley M Jacobsen and Yukinori Takubo (eds). Handbook of Japanese Semantics and Pragmatics. 2020. [https://books.google.co.uk/books?id=wUUCEAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Elin McCready, Katsuhiko Yabushita and Kei Yoshimoto (eds). Formal Approaches to Semantics and Pragmatics: Japanese and Beyond. 2014. 2020. [https://books.google.co.uk/books?id=ZeBcBAAAQBAJ&pg=PR4#v=onepage&q&f=false] Morphology and phonology *Jeroen Maarten van de Weijer and Tetsuo Nishihara (eds). Issues in Japanese Phonology and Morphology. (Studies in Generative Grammar 51).  2001. [https://books.google.co.uk/books?id=G4p_t7jy28AC&pg=PP1#v=onepage&q&f=false] Phonetics and Phonology *Haruo Kubozono (ed). Handbook of Japanese Phonetics and Phonology. 2015. [https://books.google.co.uk/books?id=8vFeCAAAQBAJ&pg=PR3#v=onepage&q&f=false] *Hiromi Otaka. Phonetics and Phonology of Moras, Feet and Geminate Consonants in Japanese. 2009. [https://books.google.co.uk/books?id=39Q_AQAAIAAJ] *James D McCawley. The Phonological Component of a Grammar of Japanese. Mouton & Co NV. The Hague. 1968. [https://books.google.co.uk/books?id=3JoPAAAAYAAJ] Syntax *Masayoshi Shibatani, Shigeru Miyagawa and Hisashi Noda (eds). Handbook of Japanese Syntax. 2017. [https://books.google.co.uk/books?id=tk8_DwAAQBAJ&pg=PA1#v=onepage&q&f=false] *Nobuko Hasegawa. Japanese Syntax in Comparative Grammar. Kuroshio Publishers. Tokyo. 1993. [https://books.google.co.uk/books?id=ztApAQAAIAAJ] Phonetics *Daniel Lepetit and Reiko Makino. Japanese Phonetics: A Thematic Bibliography. Canadian Scholars. 1996. ISBN 1551300923. Catalogue: Canadian Books in Print: Author and Title Index 2005. [https://books.google.co.uk/books?id=q2WLJa9rY5MC&pg=PA1063#v=onepage&q&f=false p 1063]. *Society Newsletter. 1926 to 1996. [[w:ja:日本音声学会|The Phonetic Society of Japan]]. [https://www.psj.gr.jp/eng/publication/society-newsletter] **Journal of the Phonetic Society of Japan. 1997 onwards. [https://www.psj.gr.jp/eng/publication] *Tsutomu Akamatsu. Japanese Phonetics: Theory and Practice. Lincom Europa. 1997. [https://books.google.com/books?id=guUZAQAAIAAJ] *P M Suski. The Phonetics of Japanese Language: With Reference to Japanese Script. 1931: [https://books.google.co.uk/books?id=gpthAAAAMAAJ]. 2011: [https://books.google.co.uk/books?id=9DuiAwAAQBAJ&pg=PP1#v=onepage&q&f=false]. Phonology *Laurence Labrune. The Phonology of Japanese. 2012. [https://books.google.co.uk/books?id=ix9r6CbEl6IC&pg=PR3#v=onepage&q&f=false] *Tsutomu Akamatsu. Japanese Phonology: A Functional Approach. Lincom Europa. 2000. [https://books.google.com/books?id=R-QZAQAAIAAJ] *Mieko Shimizu Han. Japanese Phonology: An Analysis Based on Sound Spectrograms. Kenkyusha. 1962. [https://books.google.co.uk/books?id=T3Xl7SviXB4C] Pragmatics *Mutsuko Endo Hudson, Yoshiko Matsumoto, Junko Mori (eds). Pragmatics of Japanese: Perspectives on grammar, interaction and culture. 2018. [https://books.google.co.uk/books?id=2wZTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Gabriele Kasper. Pragmatics of Japanese as Native and Target Language. Second Language Teaching & Curriculum Center, University of Hawaiʼi at Mānoa. 1992. [https://books.google.co.uk/books?id=2_8ifcjhpYQC] Sociolinguistics *Roy Andrew Miller. The Japanese Language in Contemporary Japan: Some Sociolinguistic Observations. 1977. [https://books.google.co.uk/books?id=9RxkAAAAMAAJ] ==Translation== *Yoko Hasegawa. The Routledge Course in Japanese Translation. 2012. [https://books.google.co.uk/books?id=5kX1O4bCx_oC&pg=PP1#v=onepage&q&f=false] *Judy Wakabayashi. Japanese–English Translation: An Advanced Guide. 2021. [https://books.google.co.uk/books?id=Nqf7DwAAQBAJ&pg=PA1#v=onepage&q&f=false] ==Dialects and regions== Dialects *Nobuko Kibe, Tetsuo Nitta and Kan Sasaki (eds). Handbook of Japanese Dialects. 2025. [https://books.google.co.uk/books?id=8_Y9EQAAQBAJ&pg=PR1#v=onepage&q&f=false] Kansai *Peter Tse. Kansai Japanese: The Language of Osaka, Kyoto, and Western Japan. (Tuttle Language Library). 1993. Reprinted 2002. [https://books.google.co.uk/books?id=FvVkCwAAQBAJ&pg=PP1#v=onepage&q&f=false] *DC Palter and Kaoru Slotsve. Colloquial Kansai Japanese: The Dialects and Culture of the Kansai Region. 1995. [https://books.google.co.uk/books?id=rJEdBAAAQBAJ&pg=PP1#v=onepage&q&f=false] ==History== *Bjarke Frellesvig. A History of the Japanese Language. 2010. [https://books.google.co.uk/books?id=v1FcAgiAC9IC&pg=PP1#v=onepage&q&f=false] *Lone Takeuchi. The Structure and History of Japanese: From Yamatokotoba to Nihongo. 1999. [https://books.google.co.uk/books?id=sr8PAAAAYAAJ] *Ohno Susumu. The Origin of the Japanese Language. Kokusai Bunka Shinkokai. Tokyo. 1970. [https://books.google.co.uk/books?id=pqcPAAAAYAAJ] *N A Syromiatnikov. The Ancient Japanese Language. Nauka Publishing House. 1981. [https://books.google.co.uk/books?id=OB5kAAAAMAAJ] *Yaeko Sato Habein. The History of the Japanese Written Language. University of Tokyo Press. 1984. [https://books.google.co.uk/books?id=xh1kAAAAMAAJ] ==Old Japanese== *John R Bentley. A Descriptive Grammar of Early Old Japanese Prose. 2001. [https://books.google.co.uk/books?id=Eoqv_NcLJ4gC&pg=PP1#v=onepage&q&f=false] *Alexander Vovin. A Descriptive and Comparative Grammar of Western Old Japanese. 2005. [https://books.google.co.uk/books?id=Ba1xEQAAQBAJ&pg=PR1#v=onepage&q&f=false] 2nd Ed: 2020. [https://books.google.co.uk/books?id=xfP_DwAAQBAJ&pg=PR3#v=onepage&q&f=false vol 1]. ==Classical Japanese== Introduction *Akira Komai and Thomas H Rohlich. An Introduction to Classical Japanese. Bonjinsha. Tokyo. 1991. Review: "Textbook Review by Questionnaire" (1992) [https://books.google.co.uk/books?id=tClnAAAAMAAJ 26] The Journal of the Association of Teachers of Japanese 50 (No 1: April 1992) Grammar *Noriko Katsuki-Pestemer. A Grammar of Classical Japanese. Lincom Europa. 2009. [https://books.google.co.uk/books?id=PHoLAQAAMAAJ] *Haruo Shirane. Classical Japanese: A Grammar. 2005. [https://books.google.co.uk/books?id=M5-vVlcVEDkC&pg=PP1#v=onepage&q&f=false]. Review: [https://muse.jhu.edu/article/209495/summary] *Alexander Vovin. A Reference Grammar of Classical Japanese Prose. 2003. [https://books.google.co.uk/books?id=24GTVscUCX0C&pg=PP1#v=onepage&q&f=false] *Akira Komai. A Grammar of Classical Japanese. Culver Publishing. 1979. [https://books.google.co.uk/books?id=sL0PAAAAYAAJ] *Tadashi Ikeda. Classical Japanese Grammar Illustrated with Texts. The Toho Gakkai (The Institute of Eastern Culture). 1980. [https://books.google.co.uk/books?id=jQjUAAAAMAAJ] Dictionary *Ivan Morris. Dictionary of Selected Forms in Classical Japanese Literature. Columbia University Press. 1966. [https://books.google.co.uk/books?id=O70PAAAAYAAJ] *Jiří Jelínek. Classical Japanese-English Grammar Dictionary. University of Sheffield, Centre of Japanese Studies. 1976. [https://books.google.co.uk/books?id=qOEPAAAAYAAJ] Clauses *Stefan Kaiser. Circumnominal Relative Clauses in Classical Japanese: An Historical Study. Otto Harrassowitz. Wiesbaden. 1991. ISBN 344703212X. [https://books.google.co.uk/books?id=GHsPAAAAYAAJ] [[Category:Japanese]] 246vuy57idp1vajys4k8m51gobs5gv7 0 330427 2817508 2026-07-01T11:19:09Z Projet PEP 3002502 Created page with "== Starting activity == Select three different images that, for you, represent communication. For each image, answer briefly these sentences: * What kind of communication does this image show? * What languages or codes are being used? (spoken, written, signed, visual…) * Who is communicating and how do they understand each other? * What helps make the message clear, even without sound? * In what ways do you think deaf and hard-of-hearing learners experience communic..." 2817508 wikitext text/x-wiki == Starting activity == Select three different images that, for you, represent communication. For each image, answer briefly these sentences: * What kind of communication does this image show? * What languages or codes are being used? (spoken, written, signed, visual…) * Who is communicating and how do they understand each other? * What helps make the message clear, even without sound? * In what ways do you think deaf and hard-of-hearing learners experience communication differently from hearing learners? Try to consider both challenges and strengths (e.g., visual learning, bilingualism, multimodality). Optional (for Sign language users): Record a short Sign language video (30 seconds) where you introduce one of your chosen images and sign the main idea of your reflection. == Keywords == multilingual, deaf, hard of hearing, sign languages, spoken languages, education, foreign languages teaching and learning == Objectives == == Table of contents == # Introduction # Theoretical overview # Research Projects # Activities: get inspired # Bibliography == 1. Introduction == Multilingual education for D/deaf and hard of hearing people is an interdisciplinary field that combines language studies, pedagogy, neuroscience, and Deaf studies. Its main goal is to ensure equitable access to education using multiple languages, including sign language, written language, and, in some cases, spoken language with technological or visual supports. The adoption of inclusive teaching strategies, multimodality and the use of assistive technologies are critical to improving accessibility and fostering academic and vocational success for people who are deaf and hard of hearing. This resource will explore theoretical principles, educational models, and best practices for effective multilingual education in this field, taking into consideration specifically the cultural context and the fact that we have to distinguish between two groups of  a) deaf and hard of hearing  people who are learners of sign languages, b) deaf and hard of hearing people who are learning spoken languages. {| class="wikitable" !Term !Focus !Typical Communication Mode !Cultural Aspect |- |Deaf (capital D) |Cultural and linguistic identity |Sign language |Member of Deaf community |- |deaf (lowercase d) |General term |May vary |Not necessarily |- |Hard of Hearing |Medical / audiological condition Partial hearing loss |Spoken language, sometimes with supports or signs |Not necessarily |} == 2. Theoretical overview == When talking about deafness and hearing loss in the context of language acquisition—such as questions about the best learning methods, communication strategies, or possible outcomes for deaf and hard of hearing learners—there is often only one possible answer: ‘It depends’. This is because generalizing about multilingualism is already extremely difficult, and even more so when considering individuals with deafness or hearing loss. These learners exhibit unique linguistic features influenced not only by environmental, personal, cultural, and emotional factors (as with all language users), but also by perceptual, articulatory, and educational/rehabilitative factors. Therefore, any reflection, hypothesis, or suggestion about specific teaching techniques, methods, or approaches in language learning may be effective for some and wholly unproductive for others.” This bilingual condition can be described as bimodal, dilalic, and simultaneous. * Bimodal means that two different communication channels are used: one spoken and auditory (for example Italian language) and one visual and gestural (LIS – Italian Sign Language). * Dilalic describes a situation in which a person can use two linguistic codes that belong to the same linguistic system or community, choosing one or the other depending on the context, the interlocutor, or the communicative purpose. * Simultaneous means that both languages can sometimes be used together, since they operate through different channels (voice and hands at the same time). Deafness manifests its most profound and significant effects precisely in the sphere of linguistic communication. Almost all deaf and hard of hearing signers, for example, in Italy, know and use the Italian language, which guarantees them access to social and professional life. In these cases, we refer to a form of bilingualism that is extremely complex and idiosyncratic, which we might call “bimodal, dilalic, and simultaneous.” Bimodal means the use of Spoken language and Signed language, that rely on two different communicative channels (phono-acoustic and visual-gestural); dilalic     means a deaf or hard of hearing person that can use either of the two codes in their repertoire depending on contextual variables, such as the communicative situation, the characteristics of the interlocutor, the communicative purpose, etc.; simultaneous means that the speaker/signer can exploit both language systems at the same time, as they operate on different communicative channels. Depending on the linguistic, educational, and rehabilitative path undertaken by the deaf and hard of hearing learner, this determines how oral and written messages are perceived and processed both cognitively and linguistically. Concerning deaf and hard-of-hearing as multilingual learners (DMLs), we have to consider that these students not only navigate the challenges of hearing differences but also face a range of different languages and modalities while growing up. In this sense, the underlying idea is the distinction between vertical identity, which comes from family and heritage, and horizontal identity, which develops through interactions with the broader community. This is especially significant for DMLs, as they often balance multiple languages and cultural influences. Moreover, plurilingual development can happen in different ways, as the wide range of variational factors characterize d/daf and hard-of-hearing learners’ experiences. Some children learn languages sequentially (one after another), while others acquire them simultaneously. On the one hand, the way languages are learned can be additive, when new languages enhance existing ones; on the other hand, it can result in subtractive learning, when a new language replaces a home language. Learning a second sign language for individuals whose first language is a sign language presents unique opportunities and challenges. Just like spoken languages, sign languages differ significantly in grammar, vocabulary, and structure. Therefore, teaching a new sign language to deaf individuals requires specialized instructional approaches that consider their existing linguistic competencies and the distinct characteristics of the languages involved. In this sense, it is relevant to take into account a bilingual approach, thus the use of both the native sign language and the target sign language, that can facilitate learning through comparison and translation of the two visual languages, leading to a deep understanding of the differences and similarities between languages and cultures. Moreover, the involvement of deaf educators is essential to ensure authentic linguistic modeling, values deaf culture, and to promote an inclusive learning environment. Additionally, it is impossible to ignore the challenges and considerations of the linguistic diversity between sign languages, as well as the lack of educational resources that are limited and need to be developed by adapting existing materials or creating new ones. Furthermore, the official recognition of sign languages still varies across countries, making the situation more and more heterogeneous: For example, in Italy, LIS has only recently been officially recognized, impacting the availability of formal courses and the development of structured educational programs. Teaching foreign spoken languages to deaf and hard of hearing learners can involve challenges, as traditional communicative approaches may not be suitable because these learners cannot hear spoken input. They can have limited exposure to auditory language, which makes engagement with listening and speaking-based methods difficult. Additionally, each deaf and hard of hearing learner can have a unique linguistic background, with varying proficiency in their first language (L1) and different starting points for learning a second language (L2). Therefore, language learning approaches can be tailored to individual needs, especially for bimodal learners who may even have a third language. Motivation and emotional well-being can also play a significant role in language success for deaf and hard of hearing learners. Their self-esteem can influence their learning environment, and teachers can foster a positive atmosphere by addressing these factors. Since deaf and hard of hearing learners primarily process information visually, teaching methods can be adapted to leverage this strength through visual strategies like color-coding, information chunking, and visual memory exercises, which can support language retention. Moreover, incorporating playful and collaborative activities, such as group work and role-playing, can create a more relaxed atmosphere, encouraging interaction and making language acquisition more effective for these students. == 3. Research Projects == These projects have been chosen to be featured here because they represent unique examples of initiatives acknowledged by European authorities that closely relate to the core themes addressed in this lesson     . === ''PRO-Sign'' === https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/ProSign ''The PRO-Sign project'' adapts the CEFR to sign languages, creating the first European proficiency standards for sign languages, particularly for Deaf Studies and interpreting programs in higher education across Europe and beyond. The website serves as a resource for educators, teacher trainers, and curriculum developers in tertiary education and supports organizations like the European Union of the Deaf (EUD) and the World Federation of the Deaf (WFD). It provides "Can Do" descriptors for sign language skills (reception, interaction, production) across levels from A1 to C2, including "plus levels" (e.g., A2+). As with other CEFR tools, not all sub-categories are covered at every level. The system should be used critically, as the CEFR may need further adaptation for specific contexts. An International Sign (IS) version and assessment framework aligned with the CEFR are also available on the site. === ''SpreadTheSign'' === https://www.spreadthesign.com/it.it/search/ SpreadTheSign is an online platform developed in collaboration with Ca’ Foscari University, aimed at promoting sign languages from around the world. It provides video dictionaries, learning resources, and tools for both hearing and Deaf users to explore and learn different sign languages, fostering accessibility and intercultural communication. === ''LangSkills II'' === https://www.teiresias.muni.cz/en/veda-a-vyzkum/projects/language-skills-and-learning-preferences-of-deaf The project ''Language Skills and Learning Preferences of Deaf and Hard of Hearing Students'' supported by the Teiresias Centre at Masaryk University and funded by the European Union under Key Action 2 of the Erasmus+ programme, was running from November 2021 to October 2024. It aimed to improve the foreign language learning experience for Deaf, deaf, and hard of hearing learners. It focused on identifying learning styles and strategies that can enhance the effectiveness of learning, promoting a more autonomous approach to education. This collaboration between Masaryk University, John Paul II Catholic University, Siena School for Liberal Arts, and supported by EUDY aimed at enhancing foreign language learning for deaf and hard of hearing learners by raising awareness of their learning preferences, leveraging strengths, and promoting self-reflection and autonomy. Its key outcomes include adapted surveys, research on learning strategies, a resource pack, and a best practices bank, all designed to foster better understanding, inclusivity, and improved opportunities for deaf and hard of hearing learners in language education. === ''The SigHub Project'' === https://thesignhub.eu/ The SIGN-HUB platform is an innovative and inclusive resource hub for the linguistic, historical and cultural documentation of European sign languages and their Deaf communities' heritage. This platform has been developed during the SIGN-HUB project which was funded by the European Union's Horizon 2020 research and innovation programme under grant Agreement No 693349. If you would like to find out more about the SIGN-HUB project itself and the consortium of institutions and countries that developed this platform, please visit the section “SIGN-HUB Project” in the upper right corner. The platform provides four major sections that can be used independently as an information resource for researchers, scholars, teachers, interpreters, and anybody interested in sign languages. === ''LIS-A project'' === ''https://research.uniroma1.it/fis2-lis-constructing-first-european-framework-teaching-and-assessing-italian-sign-language-lis-lis'' This FIS project, funded by MUR for the years 2025-2028, aims to develop the LIS-A standardized proficiency test for Italian Sign Language (LIS), addressing the lack of structured assessment tools in Italy. Despite significant advances in sign language research over the past fifty years, LIS teaching and evaluation have mainly relied on informal methods and practitioner insights, which are not systematically grounded. With growing interest in LIS courses across several Italian universities, the need for a formal, reliable assessment framework becomes increasingly important to evaluate and certify learners’ proficiency levels effectively. LIS-A project main goal is the development of a valid and reliable LIS proficiency exam, from a methodological point of view, as well as a more precise skills definition for LIS professionals, promoting inclusivity and reducing inequalities. Overall, it seeks to establish a structured, fair assessment system aligned with Italy’s changing educational and professional needs. == 3. Activities: get inspired == To help learners build vocabulary, sentence structure, and storytelling skills using sign language, spoken and written text independently. '''Materials Needed:''' * Picture cards or storybook with simple sentences * Notebook or digital document for writing * Access to digital sign language vocabulary (e.g., SpreadTheSign) '''Activity Steps:''' '''Warm-Up (5-10 mins)''' # Choose 3–5 picture cards or images with common objects or actions (e.g., a dog running, a child eating). # Look up the corresponding signs for each word using SpreadTheSign <nowiki>https://www.spreadthesign.com/it.it/search/</nowiki>. # Write the word, watch the sign, and say it aloud. Repeat each word 3–5 times. # Optional: Record yourself signing or speaking each word for review. '''Building Sentences''' # Pick one picture card or image. # Create a simple sentence using that image # Break the sentence into individual words and review: #* Vocabulary meaning #* Word order and sentence structure # Practice: #* Sign the sentence #* Speak the sentence aloud #* Write the sentence in your notebook # Repeat with 2–3 more sentences using different images. '''Reflection & Wrap-Up''' # Choose your favorite new word or sentence from the activity. # Write a short story or paragraph using at least 3 new words learned. # Optional: Record a short video signing and speaking your story. Now try to translate this sentence into a sign language using three steps: Use LIS signs but follow exactly the spoken Italian grammar and word order, including fingerspelling for grammatical words (articles, prepositions, pronouns, etc.). Example: Sign each word in the order used in Italian, fingerspell Now use sign language, maintaining Italian word order and structure, but without the strictness of fingerspelling of small grammatical words. Translate in a natural Sign Language Translate the meaning into a sign language using its natural grammar and spatial features (e.g., showing bookcase location through hand position rather than a linear sequence of signs). Reflect on differences in structure, grammar, and meaning at each step. == 4. Bibliography == Bettini, V., Battista, C. (1999). Talking Hands: Basic English Course for Deaf and Hard-of-Hearing Learners. Bologna: Zanichelli. Calabrò, L.; Carrazza, M.; Roccaforte, M. (2023). Foreign languages and deafness: how to build up TEFL on deaf students’ strengths and needs Rivista di psicolinguistica applicata. XXIII, 1:2023, pp. 29-46. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume. Strasbourg: Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages. Domagala-Zusk, E. (2010) ''Students with severe hearing impairments as competent learners of English as a second language''. Brno, Masaryk University. Dotter, F. (2008) ''English for Deaf sign language users: still a challenge''. Bern, Peter Lang. European Sign Language Center - ''Spread the Sign – Erasmus+ KA2 Strategic Partnership 2019–2022.'' https://www.unive.it/pag/fileadmin/user_upload/ateneo/internazionale/europrogettazione_didattica/risultati-progetti/2014-2020/StrategicPartnerships/2019_KA2_SPREAD.pdf Haug, T.; Keller, J. ESF Exploratory Workshop on Development of Theoretical and Practical Guidelines for the Adaptation of the Common European Framework of Reference (CEFR) to sign languages: Scientific Report. Summary of the European Science Foundation Exploratory Workshop, Zurich, Switzerland, 16-18 September 2011. Zurich, Switzerland, 2012. Janakova, D. (2005) ''Teaching English to deaf and hard of hearing students at secondary and tertiary levels of education''. Prague, Eurolex Leeson, L.; Van den Bogarde, B.; Rathmann, C.; Haug, T. Sign languages and the Common European Framework of Reference for Languages. Common Reference Level Descriptors. Strasbourg Cedex: Council of Europe Publishing, 2016. Marshark, M., Spencer, P.E. (2016) ''The Oxford Handbook of Deaf Studies in Language.'' Oxford University Press Onofrio, D., Rinaldi, P., & Pettenati, P. (2012). "Il primo sviluppo del linguaggio in bambini che imparano più lingue: una proposta per la valutazione e l'interpretazione del profilo linguistico". RIVISTEWEB.ITinica dello Sviluppo, 16(3), 661-670. Rinaldi, P., Caselli, M. C., Stefanini, S., Bello, A., & Pasqualetti, P. (2019). "From action to spoken and signed language through gesture: Some basic developmental issues for a discussion on the evolution of the human language-ready brain". Frontiers in Psychology, 10, 2750. Rinaldi, P., Tomasuolo, E., & Resca, A. (2018). "La sordità infantile. Nuove prospettive di intervento". Erickson. Roccaforte, M. (2022). Verso la definizione di un sillabo per la valutazione della competenza linguistica nella lingua dei segni italiana (LIS). Bollettino di italianistica 2/2022, pp. 175-189. Timmermans, N. (Ed.) in co-operation with the Committee on the Rehabilitation and Integration of People with disabilities (CD-P-RR), The status of sign languages in Europe. F-67075 Strasbourg Cedex: Council of Europe Publishing, 2005. ONG, W. J. Orality and Literacy: The Technologizing of the Word. Routledge, 1982. Trovato, S. (2014). Insegno in segni. Linguaggio, cognizione, successo scolastico per gli studenti sordi. Milano: Raffaello Cortina Editore Volterra, V., Roccaforte, M., Di Renzo, A., Fontana, S. (2022). Spoken and signed languages between cognition and semiotics. The case of Italian Sign Language. Benjamins Woll, B. A sign of the times. The New Scientist, v. 27, 2022. World Health Organization. World report on hearing. Geneva: World Health Organization, 2021. == Credits == This resource has been added by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Maria Roccaforte (Sapienza Università di Roma) * Martina Corrazza (Sapienza Università di Roma) pr1v8czt02rtc6y19enslyj199k14uf 2817509 2817508 2026-07-01T11:27:52Z Projet PEP 3002502 /* Objectives */ 2817509 wikitext text/x-wiki == Starting activity == Select three different images that, for you, represent communication. For each image, answer briefly these sentences: * What kind of communication does this image show? * What languages or codes are being used? (spoken, written, signed, visual…) * Who is communicating and how do they understand each other? * What helps make the message clear, even without sound? * In what ways do you think deaf and hard-of-hearing learners experience communication differently from hearing learners? Try to consider both challenges and strengths (e.g., visual learning, bilingualism, multimodality). Optional (for Sign language users): Record a short Sign language video (30 seconds) where you introduce one of your chosen images and sign the main idea of your reflection. == Keywords == multilingual, deaf, hard of hearing, sign languages, spoken languages, education, foreign languages teaching and learning == Objectives == At the end of this section, you will be able to: * Explain the main goals and principles of multilingual education for deaf and hard of hearing learners. * Distinguish between different communication modalities (spoken, written, signed, visual) and describe how they interact in bimodal and bilingual contexts. * Identify the differences between Deaf (cultural-linguistic identity) and deaf/hard of hearing (audiological condition). * Recognize the linguistic, cognitive, and cultural factors influencing language learning among deaf and hard of hearing students. * Describe the roles of sign language, spoken language, and assistive technologies in promoting accessibility and inclusion. * Reflect on how multimodal and inclusive teaching strategies can enhance communication and learning outcomes. == Table of contents == # Introduction # Theoretical overview # Research Projects # Activities: get inspired # Bibliography == 1. Introduction == Multilingual education for D/deaf and hard of hearing people is an interdisciplinary field that combines language studies, pedagogy, neuroscience, and Deaf studies. Its main goal is to ensure equitable access to education using multiple languages, including sign language, written language, and, in some cases, spoken language with technological or visual supports. The adoption of inclusive teaching strategies, multimodality and the use of assistive technologies are critical to improving accessibility and fostering academic and vocational success for people who are deaf and hard of hearing. This resource will explore theoretical principles, educational models, and best practices for effective multilingual education in this field, taking into consideration specifically the cultural context and the fact that we have to distinguish between two groups of  a) deaf and hard of hearing  people who are learners of sign languages, b) deaf and hard of hearing people who are learning spoken languages. {| class="wikitable" !Term !Focus !Typical Communication Mode !Cultural Aspect |- |Deaf (capital D) |Cultural and linguistic identity |Sign language |Member of Deaf community |- |deaf (lowercase d) |General term |May vary |Not necessarily |- |Hard of Hearing |Medical / audiological condition Partial hearing loss |Spoken language, sometimes with supports or signs |Not necessarily |} == 2. Theoretical overview == When talking about deafness and hearing loss in the context of language acquisition—such as questions about the best learning methods, communication strategies, or possible outcomes for deaf and hard of hearing learners—there is often only one possible answer: ‘It depends’. This is because generalizing about multilingualism is already extremely difficult, and even more so when considering individuals with deafness or hearing loss. These learners exhibit unique linguistic features influenced not only by environmental, personal, cultural, and emotional factors (as with all language users), but also by perceptual, articulatory, and educational/rehabilitative factors. Therefore, any reflection, hypothesis, or suggestion about specific teaching techniques, methods, or approaches in language learning may be effective for some and wholly unproductive for others.” This bilingual condition can be described as bimodal, dilalic, and simultaneous. * Bimodal means that two different communication channels are used: one spoken and auditory (for example Italian language) and one visual and gestural (LIS – Italian Sign Language). * Dilalic describes a situation in which a person can use two linguistic codes that belong to the same linguistic system or community, choosing one or the other depending on the context, the interlocutor, or the communicative purpose. * Simultaneous means that both languages can sometimes be used together, since they operate through different channels (voice and hands at the same time). Deafness manifests its most profound and significant effects precisely in the sphere of linguistic communication. Almost all deaf and hard of hearing signers, for example, in Italy, know and use the Italian language, which guarantees them access to social and professional life. In these cases, we refer to a form of bilingualism that is extremely complex and idiosyncratic, which we might call “bimodal, dilalic, and simultaneous.” Bimodal means the use of Spoken language and Signed language, that rely on two different communicative channels (phono-acoustic and visual-gestural); dilalic     means a deaf or hard of hearing person that can use either of the two codes in their repertoire depending on contextual variables, such as the communicative situation, the characteristics of the interlocutor, the communicative purpose, etc.; simultaneous means that the speaker/signer can exploit both language systems at the same time, as they operate on different communicative channels. Depending on the linguistic, educational, and rehabilitative path undertaken by the deaf and hard of hearing learner, this determines how oral and written messages are perceived and processed both cognitively and linguistically. Concerning deaf and hard-of-hearing as multilingual learners (DMLs), we have to consider that these students not only navigate the challenges of hearing differences but also face a range of different languages and modalities while growing up. In this sense, the underlying idea is the distinction between vertical identity, which comes from family and heritage, and horizontal identity, which develops through interactions with the broader community. This is especially significant for DMLs, as they often balance multiple languages and cultural influences. Moreover, plurilingual development can happen in different ways, as the wide range of variational factors characterize d/daf and hard-of-hearing learners’ experiences. Some children learn languages sequentially (one after another), while others acquire them simultaneously. On the one hand, the way languages are learned can be additive, when new languages enhance existing ones; on the other hand, it can result in subtractive learning, when a new language replaces a home language. Learning a second sign language for individuals whose first language is a sign language presents unique opportunities and challenges. Just like spoken languages, sign languages differ significantly in grammar, vocabulary, and structure. Therefore, teaching a new sign language to deaf individuals requires specialized instructional approaches that consider their existing linguistic competencies and the distinct characteristics of the languages involved. In this sense, it is relevant to take into account a bilingual approach, thus the use of both the native sign language and the target sign language, that can facilitate learning through comparison and translation of the two visual languages, leading to a deep understanding of the differences and similarities between languages and cultures. Moreover, the involvement of deaf educators is essential to ensure authentic linguistic modeling, values deaf culture, and to promote an inclusive learning environment. Additionally, it is impossible to ignore the challenges and considerations of the linguistic diversity between sign languages, as well as the lack of educational resources that are limited and need to be developed by adapting existing materials or creating new ones. Furthermore, the official recognition of sign languages still varies across countries, making the situation more and more heterogeneous: For example, in Italy, LIS has only recently been officially recognized, impacting the availability of formal courses and the development of structured educational programs. Teaching foreign spoken languages to deaf and hard of hearing learners can involve challenges, as traditional communicative approaches may not be suitable because these learners cannot hear spoken input. They can have limited exposure to auditory language, which makes engagement with listening and speaking-based methods difficult. Additionally, each deaf and hard of hearing learner can have a unique linguistic background, with varying proficiency in their first language (L1) and different starting points for learning a second language (L2). Therefore, language learning approaches can be tailored to individual needs, especially for bimodal learners who may even have a third language. Motivation and emotional well-being can also play a significant role in language success for deaf and hard of hearing learners. Their self-esteem can influence their learning environment, and teachers can foster a positive atmosphere by addressing these factors. Since deaf and hard of hearing learners primarily process information visually, teaching methods can be adapted to leverage this strength through visual strategies like color-coding, information chunking, and visual memory exercises, which can support language retention. Moreover, incorporating playful and collaborative activities, such as group work and role-playing, can create a more relaxed atmosphere, encouraging interaction and making language acquisition more effective for these students. == 3. Research Projects == These projects have been chosen to be featured here because they represent unique examples of initiatives acknowledged by European authorities that closely relate to the core themes addressed in this lesson     . === ''PRO-Sign'' === https://www.ecml.at/en/ECML-Programme/Programme-2012-2015/ProSign ''The PRO-Sign project'' adapts the CEFR to sign languages, creating the first European proficiency standards for sign languages, particularly for Deaf Studies and interpreting programs in higher education across Europe and beyond. The website serves as a resource for educators, teacher trainers, and curriculum developers in tertiary education and supports organizations like the European Union of the Deaf (EUD) and the World Federation of the Deaf (WFD). It provides "Can Do" descriptors for sign language skills (reception, interaction, production) across levels from A1 to C2, including "plus levels" (e.g., A2+). As with other CEFR tools, not all sub-categories are covered at every level. The system should be used critically, as the CEFR may need further adaptation for specific contexts. An International Sign (IS) version and assessment framework aligned with the CEFR are also available on the site. === ''SpreadTheSign'' === https://www.spreadthesign.com/it.it/search/ SpreadTheSign is an online platform developed in collaboration with Ca’ Foscari University, aimed at promoting sign languages from around the world. It provides video dictionaries, learning resources, and tools for both hearing and Deaf users to explore and learn different sign languages, fostering accessibility and intercultural communication. === ''LangSkills II'' === https://www.teiresias.muni.cz/en/veda-a-vyzkum/projects/language-skills-and-learning-preferences-of-deaf The project ''Language Skills and Learning Preferences of Deaf and Hard of Hearing Students'' supported by the Teiresias Centre at Masaryk University and funded by the European Union under Key Action 2 of the Erasmus+ programme, was running from November 2021 to October 2024. It aimed to improve the foreign language learning experience for Deaf, deaf, and hard of hearing learners. It focused on identifying learning styles and strategies that can enhance the effectiveness of learning, promoting a more autonomous approach to education. This collaboration between Masaryk University, John Paul II Catholic University, Siena School for Liberal Arts, and supported by EUDY aimed at enhancing foreign language learning for deaf and hard of hearing learners by raising awareness of their learning preferences, leveraging strengths, and promoting self-reflection and autonomy. Its key outcomes include adapted surveys, research on learning strategies, a resource pack, and a best practices bank, all designed to foster better understanding, inclusivity, and improved opportunities for deaf and hard of hearing learners in language education. === ''The SigHub Project'' === https://thesignhub.eu/ The SIGN-HUB platform is an innovative and inclusive resource hub for the linguistic, historical and cultural documentation of European sign languages and their Deaf communities' heritage. This platform has been developed during the SIGN-HUB project which was funded by the European Union's Horizon 2020 research and innovation programme under grant Agreement No 693349. If you would like to find out more about the SIGN-HUB project itself and the consortium of institutions and countries that developed this platform, please visit the section “SIGN-HUB Project” in the upper right corner. The platform provides four major sections that can be used independently as an information resource for researchers, scholars, teachers, interpreters, and anybody interested in sign languages. === ''LIS-A project'' === ''https://research.uniroma1.it/fis2-lis-constructing-first-european-framework-teaching-and-assessing-italian-sign-language-lis-lis'' This FIS project, funded by MUR for the years 2025-2028, aims to develop the LIS-A standardized proficiency test for Italian Sign Language (LIS), addressing the lack of structured assessment tools in Italy. Despite significant advances in sign language research over the past fifty years, LIS teaching and evaluation have mainly relied on informal methods and practitioner insights, which are not systematically grounded. With growing interest in LIS courses across several Italian universities, the need for a formal, reliable assessment framework becomes increasingly important to evaluate and certify learners’ proficiency levels effectively. LIS-A project main goal is the development of a valid and reliable LIS proficiency exam, from a methodological point of view, as well as a more precise skills definition for LIS professionals, promoting inclusivity and reducing inequalities. Overall, it seeks to establish a structured, fair assessment system aligned with Italy’s changing educational and professional needs. == 3. Activities: get inspired == To help learners build vocabulary, sentence structure, and storytelling skills using sign language, spoken and written text independently. '''Materials Needed:''' * Picture cards or storybook with simple sentences * Notebook or digital document for writing * Access to digital sign language vocabulary (e.g., SpreadTheSign) '''Activity Steps:''' '''Warm-Up (5-10 mins)''' # Choose 3–5 picture cards or images with common objects or actions (e.g., a dog running, a child eating). # Look up the corresponding signs for each word using SpreadTheSign <nowiki>https://www.spreadthesign.com/it.it/search/</nowiki>. # Write the word, watch the sign, and say it aloud. Repeat each word 3–5 times. # Optional: Record yourself signing or speaking each word for review. '''Building Sentences''' # Pick one picture card or image. # Create a simple sentence using that image # Break the sentence into individual words and review: #* Vocabulary meaning #* Word order and sentence structure # Practice: #* Sign the sentence #* Speak the sentence aloud #* Write the sentence in your notebook # Repeat with 2–3 more sentences using different images. '''Reflection & Wrap-Up''' # Choose your favorite new word or sentence from the activity. # Write a short story or paragraph using at least 3 new words learned. # Optional: Record a short video signing and speaking your story. Now try to translate this sentence into a sign language using three steps: Use LIS signs but follow exactly the spoken Italian grammar and word order, including fingerspelling for grammatical words (articles, prepositions, pronouns, etc.). Example: Sign each word in the order used in Italian, fingerspell Now use sign language, maintaining Italian word order and structure, but without the strictness of fingerspelling of small grammatical words. Translate in a natural Sign Language Translate the meaning into a sign language using its natural grammar and spatial features (e.g., showing bookcase location through hand position rather than a linear sequence of signs). Reflect on differences in structure, grammar, and meaning at each step. == 4. Bibliography == Bettini, V., Battista, C. (1999). Talking Hands: Basic English Course for Deaf and Hard-of-Hearing Learners. Bologna: Zanichelli. Calabrò, L.; Carrazza, M.; Roccaforte, M. (2023). Foreign languages and deafness: how to build up TEFL on deaf students’ strengths and needs Rivista di psicolinguistica applicata. XXIII, 1:2023, pp. 29-46. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume. Strasbourg: Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages. Domagala-Zusk, E. (2010) ''Students with severe hearing impairments as competent learners of English as a second language''. Brno, Masaryk University. Dotter, F. (2008) ''English for Deaf sign language users: still a challenge''. Bern, Peter Lang. European Sign Language Center - ''Spread the Sign – Erasmus+ KA2 Strategic Partnership 2019–2022.'' https://www.unive.it/pag/fileadmin/user_upload/ateneo/internazionale/europrogettazione_didattica/risultati-progetti/2014-2020/StrategicPartnerships/2019_KA2_SPREAD.pdf Haug, T.; Keller, J. ESF Exploratory Workshop on Development of Theoretical and Practical Guidelines for the Adaptation of the Common European Framework of Reference (CEFR) to sign languages: Scientific Report. Summary of the European Science Foundation Exploratory Workshop, Zurich, Switzerland, 16-18 September 2011. Zurich, Switzerland, 2012. Janakova, D. (2005) ''Teaching English to deaf and hard of hearing students at secondary and tertiary levels of education''. Prague, Eurolex Leeson, L.; Van den Bogarde, B.; Rathmann, C.; Haug, T. Sign languages and the Common European Framework of Reference for Languages. Common Reference Level Descriptors. Strasbourg Cedex: Council of Europe Publishing, 2016. Marshark, M., Spencer, P.E. (2016) ''The Oxford Handbook of Deaf Studies in Language.'' Oxford University Press Onofrio, D., Rinaldi, P., & Pettenati, P. (2012). "Il primo sviluppo del linguaggio in bambini che imparano più lingue: una proposta per la valutazione e l'interpretazione del profilo linguistico". RIVISTEWEB.ITinica dello Sviluppo, 16(3), 661-670. Rinaldi, P., Caselli, M. C., Stefanini, S., Bello, A., & Pasqualetti, P. (2019). "From action to spoken and signed language through gesture: Some basic developmental issues for a discussion on the evolution of the human language-ready brain". Frontiers in Psychology, 10, 2750. Rinaldi, P., Tomasuolo, E., & Resca, A. (2018). "La sordità infantile. Nuove prospettive di intervento". Erickson. Roccaforte, M. (2022). Verso la definizione di un sillabo per la valutazione della competenza linguistica nella lingua dei segni italiana (LIS). Bollettino di italianistica 2/2022, pp. 175-189. Timmermans, N. (Ed.) in co-operation with the Committee on the Rehabilitation and Integration of People with disabilities (CD-P-RR), The status of sign languages in Europe. F-67075 Strasbourg Cedex: Council of Europe Publishing, 2005. ONG, W. J. Orality and Literacy: The Technologizing of the Word. Routledge, 1982. Trovato, S. (2014). Insegno in segni. Linguaggio, cognizione, successo scolastico per gli studenti sordi. Milano: Raffaello Cortina Editore Volterra, V., Roccaforte, M., Di Renzo, A., Fontana, S. (2022). Spoken and signed languages between cognition and semiotics. The case of Italian Sign Language. Benjamins Woll, B. A sign of the times. The New Scientist, v. 27, 2022. World Health Organization. World report on hearing. Geneva: World Health Organization, 2021. == Credits == This resource has been added by [[User:Projet PEP|Projet PEP]] ([[User talk:Projet PEP|discuss]] • [[Special:Contributions/Projet PEP|contribs]]) (Erasmus+ project, co-financed by the European Commission) : * Maria Roccaforte (Sapienza Università di Roma) * Martina Corrazza (Sapienza Università di Roma) 4axe8nnxhopjix7dqxejpwty11p2ibw