Notice bibliographique
Résumé
It is my great pleasure, as editor of Philosophy of Education 2006, to invite you to enjoy the intellectual feast laid out in the pages that follow.You will find very satisfying fare similar to that provided in previous volumes of this collection: wellcrafted, insightful essays on a variety of current and perennial topics in philosophy of education, written from different perspectives corresponding to different geographical, political, social, and intellectual locations.This year's collection has a special international flavor.Thanks to the vision and initiative of Sharon Bailin, president of the Philosophy of Education Society in 2006, this year's annual meeting was held in Puerto Vallarta, Mexico, and featured papers presented in Spanish (published in translation here).I expect you will agree that inviting the submission of papers written in a language other than English is one important way of widening participation in the conversations that take place at PES meetings and in these pages.As is customary, this volume begins with the presidential essay, distinguished invited essays, and featured essays, the selection of which is described in the preface that precedes this introduction.Thereafter, essays are printed in the same order in which they were presented at the annual meeting, and all of the above are accompanied by invited responses that are substantive papers in their own right.I will introduce the essays in a different order, one in which they are grouped according to common features or concerns.What follows is certainly not the only way the key points and recurring themes of the essays could be characterized, and I fear it is not even the best one, but I hope it will serve to help you locate philosophical fare ideally suited to satisfy your current intellectual appetite. CULTIVATING MORAL AND INTELLECTUAL VIRTUESA number of this year's essays explain, illustrate, and defend new conceptions of important educational ideals in terms of the potential of these particular ways of thinking to improve education for personal and social development.Peter Giampietro takes up Heesoon Bai's notion of autonomy as attunement to argue that it should be understood and cultivated as an intrinsically relational concept.Todd Rowen revisits Hannah Arendt's account of wonder in light of Immanuel Kant's characterization of the sublime, proposing that such "consuming states of apprehension" can facilitate the disruptions of established frameworks that are key to transformative learning.Trust is the focus of Suzanne Rice's featured essay, in which she employs features of Annette Baier's analysis of the concept to clarify the significance of trust relations between teachers and students as well as in education more generally.Dror Post examines the role of hope in education, introducing a distinction between Promethean and Epimethean varieties to characterize the place of hope in classrooms alongside other virtues such as wisdom and patience.Central to Ann Chinnery's recommendations for moral education is the conception of compassion she constructs from the work of Emmanuel Levinas, in aid of building community in contexts of difference. FINDING EDUCATION IN UNEXPECTED PLACESJessica Hochman and Christopher Moffett are both concerned, albeit in rather different ways, with the progressive educational potential of activities within urban landscapes.Hochman uses a study of how graffiti became a form of praxis for young New Yorkers in the 1970s and 1980s to consider whether-and, if so, under what conditions-youth-created media/performances constitute useful pedagogical "third spaces" (physical and dialectical) to discuss difference.Moffett contests the bias 10.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,005 | 0,003 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,032 | 0,010 |
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 source (Gemma direct ou Codex distillé), 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 ».