The Universal Declaration of Human Rights and education for democracy
Notice bibliographique
Résumé
Producing a peer-reviewed journal has proved a more complicated and demanding task than we originally anticipated, especially considering that most of the work is done on a volunteer basis, that the editorial committee is located in different parts of the continent, and that the process of evaluating the many papers submitted in three different languages creates additional logistical challenges.Nonetheless, and despite the natural growing pains, the Journal is overcoming these and other challenges, and we are already busy preparing the third issue.This second issue of the journal, published at the dawning of 2008, coincides with the 60 th anniversary of the Universal Declaration of Human Rights, arguably one of the most important documents produced in the 20 th century, and certainly a central reference for all those who work on education for citizenship and democracy.The Declaration was produced, discussed, and approved during a lucid, creative, and responsible moment of humankind after the painful experiences of two world wars.The declaration is organized in a beautiful preamble and 30 articles.The articles in the first two thirds of the declaration (1 to 21) deal with basic human, civil, and political rights.Several of these rights can also be found in the legislation of many individual nation-states.One of the most important contributions of the Declaration can be found in articles 22 to 28 because, for the first time in human history, it addressed issues of economic, social, and cultural democracy, and articulated them in terms of fundamental rights for all human beings.Particularly significant for the purposes of this journal is Article 26, which, among other things, proposes that education shall be directed to the full development of the human personality, to the strengthening of respect for human rights and fundamental freedoms, and to promoting understanding, tolerance, peace, and friendship among all nations, and racial and religious groups.Indeed, the 1948 Universal Declaration put great hope in educational institutions to promote awareness of the newly proclaimed rights.From the outset, the Preamble of the Declaration asked every person and every social organization "to strive by teaching and education to promote respect for these rights and freedoms."Moreover, immediately after the approval of the Declaration in December of 1948, the General Assembly of the United Nations called upon all member countries to disseminate it widely, especially in schools and other educational institutions.However, it is not clear to what extent member countries have addressed this call in their curricula, textbooks, and actual lesson plans.Moreover, we wonder what proportion of students all over the Americas have had the opportunity to read, reflect upon, and discuss the Declaration as part of their school experience.
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 | 0,000 |
| 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 | 0,001 | 0,001 |
| 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) | 0,000 | 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 ».