Notice bibliographique
Résumé
The role of education in preserving the rights of people should be seen as fundamental to the constitution of any learning programs that either aim for, or achieve, a more inclusive social development program in all zones of our world.It is with this in mind that citizenship education becomes an important prospect, not only in citizens critically ascertaining their rights and responsibilities in social or state-society locations, but as well in fully exercising those rights and responsibilities, with one main objective being the overall wellbeing of individuals and groups in specific tempo-spatial realities and relationships.Indeed, as should be understood, all education can be described as citizenship education.It is based on our corresponding understanding, therefore, that we undertook the organization of the international conference Educating for Human Rights and Global Citizenship, where we invited educators, students, and other theorists and practitioners to share with us their analyses and criticisms of the role of education in achieving a global project of active citizenship and human rights.The five articles in this issue of the journal were among the papers presented at that conference, and they were chosen, along with others that are being published in other venues, based on their cogency of the specialized perspectives (vis-à-vis where we are today) in achieving a comprehensive project of educating for human rights and global citizenship.As things are today in our world, the global citizenship and human rights project is at best fractured and at worst missing from the lives of so many people.In fact despite the claims of democratic citizenship in many zones of the globe, the myriad claims in democratic development may actually yield a world platform where more are subjects of some sort of a governing consortium than real citizens whose basic rights are inviolable and institutionally safeguarded.This is despite the many experiments of state and societal building that have been undertaken in the past 200 years.Even the coercively enduring Westphalian system that has been with us for over 600 years does not seem to guarantee-that is, in more spaces than otherwise-not much more than the cyclical voting circuses that by and large assure the rotating ascendancy of the rule of the elite, who as Ankie Hoogvelt reminded us, have a globally connected agenda that effectively designs and sustains the international status quo.Proactively to relaunch the important project of educating for human
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 | 0,005 | 0,020 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,002 |
| Bibliométrie | 0,004 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,006 | 0,002 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,012 | 0,011 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,064 | 0,027 |
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 ».