Okay, Well How About Applied Liberal Education? Making a Case for the Humanities Through Medical Education
Notice bibliographique
Résumé
THE CRISIS OF THE HUMANITIES Once upon a time, a solid grounding in the humanities was considered to be an essential component of what it means to be educated. This perspective once benefited from a rare consensus between the philosophy of higher education and the public’s sense of the role and purpose of the university. This might sound like revisionist history, but I use the term “consensus” in a relative sense. No doubt the humanities have always faced some kind of scrutiny from those inside and out of the academy. In fact, liberal education has been subject to ongoing debates about the influence of the marketplace and its role in preparing future generations. 1 However, it seems clear that the humanities, and the liberal education that served it, was generally thought to deserve a special place in a person’s educational life. So long as the humanities were granted this special place, universities were largely free to offer a liberal education on the terms that they saw fit. This arrangement is clearly over. On the one hand, the situation of the humanities in higher education has had a particularly rough time over the past few decades. We’ve seen a number of admirable defenses of liberal education in response. 2 But the trend has crossed a threshold. An entrenched economic crisis seems to have been the final straw for a Western culture that has written the vision of education in primarily economic terms. For the humanities, this serves as a kind of double humiliation. First, education’s agenda was “broadly” defined as an engine to economic growth and social mobility. Liberal education is not well-suited to such aims. But as long as governments were able to provide funding, and universities were able to maintain a sustainable level of enrollment, the humanities could be supported as a kind of luxury or perhaps as a signifier of tradition and prestige. However, recent developments in higher education in the U.K., Canada, and the United States all seem to indicate that the humanities cannot be supported even as an indulgence. Government shortfalls in university funding have so far shown that the humanities, and the model of liberal education that relies on them, will be the first to go. For those working in the humanities, the short-sightedness of this approach is obvious. But this only seems obvious because they have already been initiated into those values and forms of thought that make the reasons for preserving humanistic liberal education, both academic and educational, self-evident. These reasons are not so evident for policy makers struggling to keep shrinking budgets in check, nor are they compelling for those charged with making difficult decisions as the austerity process continues. This poses certain justificatory challenges in trying to defend the existence of the humanities in the university.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».