Catholic Schooling and the Permeation Trap: A Response to McDonough
Notice bibliographique
Résumé
Religious education is, to a certain degree, about boundaries.The extent to which these boundaries are defined, or, to use a less charitable term, policed, is one of the fundamental questions of religious education in Canada today.With several provinces still offering fully publicly-funded religious schools (Catholic separate schools, most notably), and with the range of religious charter school options increasing, the idea of religious school identity has become ever more pertinent.Because Catholic separate schools receive extraordinary public support, the question of Catholic identity in education is a strangely public question.What is Catholic about Catholic schools, and why should they be separated from public schools?It is rare for public discourse to reach so far into discussions of one particular group's religious identity.As a former Catholic separate school teacher, and as a graduate of a Catholic school system, the manifestation of Catholicity in daily life has long been of interest to me.I attended my local parish, played for the parish hockey team (missing fewer matches than masses), and eventually took Catholic theology courses as part of my teacher training program.My experiences in each of these manifestations of religious life was largely positive, and the education I received was, insofar as I can tell, excellent.Seeing my neighbours attend the public school across the street, or play for the public hockey team in the same arena, was, however, periodically confusing.There was a boundary being drawn, and, years after I ceased to be a member of that community, I must confess that I still do not know precisely how it was drawn.What, I frequently wonder, does Catholic mean in particular contexts-educational or otherwise?I am, therefore, quite grateful for the work being done by this year's Early Career Invited Lecturer, Dr. Graham P. McDonough.Understood as a whole, his early career work (especially McDonough, 2012) represents an important attempt to articulate a broad framework for Catholic identity in education.He directly addresses some of the most pressing questions of Catholic education today and, in this invited lecture, linked those questions to the boundaries one might draw around Catholic identity.In a country still considering the implications of the Marc Hall and Leanne Iskander cases, the specific nature of this identity is an important question of public educational policy. Defining Catholic SchoolsMcDonough suggests that Catholic schools be seen as diverse ecclesial spaces built around a Catholic metaidentity, or, to put it more plainly, that Catholic schools feature diverse forms of Catholicism.If directed to Catholic educators and leaders specifically, this argument seems quite compelling.It is surely more defensible to permit a plurality of religious views than a more restricted subset-even within
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 | 0,017 | 0,024 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,020 | 0,032 |
| Communication savante | 0,009 | 0,014 |
| Science ouverte | 0,003 | 0,008 |
| Intégrité de la recherche | 0,032 | 0,054 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
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 ».