The Purpose of Education, Free Voluntary Reading, and Dealing with the Impact of Poverty
Notice bibliographique
Résumé
meaning of life to find your gift. The purpose of life to give it away. Pablo Picasso.As we mature, we find our unique talents and interests, develop them, and discover how to use them to help others. Among the ways school can help in this process to encourage free voluntary reading, an extremely pleasant activity. This cannot happen, however, without access to books and other reading material. Unfortunately, children of poverty have little access to books: Often, their only source of books the library.We Are All Different, We Are All SpecialEach of us has unique talents, interests and desires. Along with many others, will assume in this column that in our younger years, we are supposed to find out what our talents, interests and desires are, and as we grow up we start to develop our unique talents. And as we mature, we discover how to use our talents to help others. There are thus three steps: 1) Find your talent; 2) Develop your talent; 3) Use your talent.Things ChangeIt's hard to predict, especially about the future. (Yogi Berra)The history of science and technology has taught us that new developments are nearly always a surprise. This is, of course, a problem for education.A popular view that we must prepare today's students for specific 21st Century Skills. Many experts behave as if they know what these skills are. Most of us have no idea. In fact, it impossible for societies to make detailed plans for the future.There a solution. Instead of training students for professions that may be obsolete by the time they graduate, school should help students their strengths:... it is...difficult to predict what new businesses will emerge and what will become obsolete. Thus, what becomes highly valuable are unique talents, knowledge, and skills, the ability to adapt to changes, and creativity, all of which calls for a school culture that respects and cultivates expertise in a diversity of talents and skills and a curriculum that enables individuals to pursue their strengths (Zhao, 2009, p. 156).Thus, the path of discovering your talent, developing it, and using it for the benefit of others the best path for both the individual and society. School should be a place to help young people on this journey:... if you don't discover things you're good at and things you love to do, then you never quite discover what you're capable of or really who you are. think that, increasingly, the mission of schools has to focus on the development of our individual talents and abilities, among all of the other things that we need to learn in common. Schools should also help us discover more about ourselves and the lives that we should be leading (Robinson, 2014, p. 159).An Example: Free Voluntary ReadingThere are many ways to help young people along the path. One powerful way school can help to encourage free voluntary reading.Free voluntary reading means reading because you want to and what you want to, without book reports or any kind of accountability. It a very pleasant means of finding our talents, developing some of the competences that help us get better at our chosen path, and developing ideas on how to use our talents.The Pleasure of ReadingAbundant research showe that self-selected reading pleasant: In fact, it much more than pleasant.Reading for pleasure produces the state we reach when we are deeply but effortlessly involved in an activity (Csikzentmihalyi, 1991). In flow, the concerns of everyday life and even awareness of the self diminish and even temporarily - our sense of time altereded; nothing but the activity seems to matter.Reading is currently perhaps the most often mentioned flow activity in the word (Csikzentmihalyi, 1991, p. 117). Pleasure readers' reports confirm that they are often in a state of flow: A resident of Northern Italy noted that when he reads, I immediately immerse myself in the reading, and the problems usually worry about disappear (Massimini, Csikzentmihalyi, & Della Faye, 1992, p. …
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 | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,009 | 0,012 |
| Communication savante | 0,009 | 0,011 |
| Science ouverte | 0,001 | 0,009 |
| Intégrité de la recherche | 0,003 | 0,009 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,003 |
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 ».