Notice bibliographique
Résumé
What Led Me to Philosophy and Philosophy of EducationI grew up on a somewhat remote sheep farm in Western Australia and did my early and final years of schooling by distance education.My mother was a school teacher so she could help supervise me, especially in grades 1 and 2. From grades 3 to 10, I went by bus to local public schools.The last two "leaving" years were spent in splendid isolation doing correspondence courses.My two older brothers led the flight from farm to university and, when I finished school, I went off to the University of Western Australia (UWA).My four-year B.Ed. degree included teacher certification.However, I also opted for some fairly academic studies: honours in philosophy of education, a major in history, and courses in philosophy and Greek.After graduating, I worked part-time and enrolled in another bachelor's degree at the University of Sydney, doing honours in general philosophy and more courses in classical Greek.I then became a lecturer in philosophy of education at the University of New England (UNE), just north west of Sydney.At the same time, I did a Ph.D. in philosophy at UNE with a focus on philosophy of education.In 1967, I got a position in philosophy of education at the Ontario Institute for Studies in Education (OISE) at the University of Toronto on the recommendation of Israel Scheffler, one of my doctoral examiners.Given my roots, why all this early interest in philosophy and philosophy of education?Cynics might explain it in terms of exposure to vast horizons and myriad sheep.Others might refer to my strongly religious upbringing (long since left behind).But the farm experience was, of course, quite practical, and our religion was rather unreflective, concerned more with getting into the next world than understanding the present one.I think it was more a matter of personality.It was in my nature to enjoy theorizing about life, society, and reality in general.Also, being something of an optimist, I had accepted (naively, I think now) the general Western notion that "the truth will make you free", that getting to the bottom of things leads rather quickly to personal and societal transformation.I saw philosophy not only as enjoyable but as potentially very useful.Finally, philosophy of education at that time offered employment, and with wool prices plummeting, it seemed like a congenial alternative. Early Experiences in Philosophy and Philosophy of EducationAt UWA, my sole instructor and honours supervisor in philosophy of education was T.A. (Bert) Priest.He broadly advocated the British analytic approach to philosophy and introduced us to thinkers such as A.J.
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 | 0,004 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,010 | 0,025 |
| Communication savante | 0,009 | 0,006 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 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 ».