Notice bibliographique
Résumé
This book, originally published as Volume 41(4) of the journal Educational Philosophy and Theory, explores the inherent complexities of patriotism, citizenship and education.Within the scope of pluralistic and globalized perspectives, seven authors from the United States, South Africa, New Zealand, Australian, Japan and England describe and analyze the controversial nature of patriotism and citizenship education.The chapters focus on diverse concepts of modern citizenship, the philosophical understanding of education and schooling, as well as the social, historical and political frameworks of modern nations.The overarching themes of the discussions center on the massive demographic shifts brought about by immigration and cross-border movements that have dramatically altered the traditional concept of the citizen.In this regard, all modern nation-states are confronted with challenges to effective democracy.Education has to grapple with these changing socio-political contexts and with the very real tensions surrounding citizenship and education.This book consists of seven well-organized and well-written chapters discussing international perspectives relating to patriotism, to citizenship and to education.Following, Michael A. Peter's foreword, the introduction by the editor, Bruce Haynes, provides a critical summary of the chapters, with particular focus on the following themes: patriotism, citizenship, world citizenship, schooling, space for safe expression and education for patriotic citizenship.In Chapter 1, 'Patriotism, History and the Legitimate Aims of American History', Michael S. Merry introduces the concept of patriotism as 'a special affinity one has toward her/his homeland (or adopted homeland) which fosters deep psychological attachment and pride'.He offers examples of patriotic attachment in American schools.He also questions the partialities and loyalties within a liberal democracy and the tensions between fostering citizenship, social cohesion and critical thinking skills.Chapter 2, 'Patriotism and Democratic Citizenship Education in South Africa' by Yusef Waghid, discusses South Africa's Democratic Citizenship Education Agenda.The primary objective of this article is to 'pave the way for the deepening of a democratic, united and non-racial society' within the context of reconciliation and democratic justice.Chapter 3, 'A New Patriotism?Neoliberalism, citizenship and tertiary education in New Zealand' by Peter Roberts, takes the unusual approach of examining New Zealand's tertiary education policy documents.The new vision for all post-secondary education intends to develop new forms of knowledge and understanding in a neoliberal society.Chapter 4, 'History of Teaching for Patriotic Citizenship in Australia' by Bruce Haynes, begins by describing the advent of a new national curriculum in Australia.This is an important development, since previously various state governments and Catholic education have been responsible for their own distinctive school curriculum.However, contemporary epistemology dictates that social education should include developing the child's awareness of the societies and traditions they currently inhabit.Chapter 5, 'The Debate on Patriotic Education in Post-World War II Japan' by Kanako Ide, focuses on the highlights of the distinctive Japanese connection between patriotic education and peace education.The debate in Japan over patriotic education reflects political power shifts between patriotic enthusiasts and anti-nationalists.Ide makes it clear that patriotic education should not be used for indoctrinating students in specific political ideologies or virtues.Chapter 6, 'Patriotism in British Schools: Principles, practices and press hysteria' by Michael Hand & Joanne Pearce, identifies patriotism as a controversial topic for
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 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,004 | 0,007 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,003 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,004 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,039 | 0,017 |
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 ».