Notice bibliographique
Résumé
I READ with great interest all the articles on patriotism and education in the April 2006 Kappan. If I may identify a theme that runs through them: authoritarian patriotism is bad; democratic patriotism is good. Put another way, blind patriotism is bad; constructive patriotism is good. Who would speak or write in favor of authoritarian or blind patriotism? Within a few paragraphs, the writers have skillfully tilted their readers toward their point of view. But, darn it, even the research on California high school seniors doesn't match up with what is desired. These darn kids just don't get it: we need to be much more open, accepting, peaceful, and nurturing to the rest of the world; we need to be just like Canada! Well, maybe the kids do get it after all. Maybe they understand that we face an enemy today that is dedicated to our annihilation. Maybe kids know that, if our enemies don't have the means yet to inflict even worse injuries on than they did on September 11, they certainly don't lack the will. Maybe the kids also get it that the words expressed by some of our elected leaders and some unelected spokespersons that argue against the war on terror show up on Arab television the following day and provide powerful motivation for the throwbacks to the seventh century to continue the fight. Our kids understand instantaneous communication, and maybe they don't want to say something that will be used against our military forces. Maybe our kids do believe that such demeaned acts as reciting the Pledge of Allegiance and hanging a U.S. flag in a prominent place are small gestures on their part to show their support for brothers, sisters, fathers, and mothers who are taking up arms against a determined foe. Are our kids acting as a result of authoritarian influences? Or blind obedience? Are they falling into us versus them thinking? Have they all been robotically programmed to march mindlessly to the tune of the government? I have spent 30 years working in our public schools, and my experience suggests that students today are just as thoughtful and capable of critical thinking as students were 40 years ago. But today, even if I conceded that the current federal Administration was attempting to limit dissent, there are new and alternative sources of information offering the widest array of opinion in history. And with all this information available, those darned students still seem to lean more toward what most of the Kappan authors would identify as negative patriotism. …
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 | 0,010 | 0,077 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,017 | 0,005 |
| Communication savante | 0,013 | 0,013 |
| Science ouverte | 0,005 | 0,008 |
| Intégrité de la recherche | 0,018 | 0,025 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,052 | 0,026 |
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 ».