The idea of teaching about religion: an inquiry into the problem of meaning in education in a secular age
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
What started out as a neat little argument for teaching about religion (AR) in public schools has become a wide-ranging essay asking why so many big ideas for education keep falling flat. The new argument, unifying the added themes, is that modern education is caught in self-defeating patterns of rationalizing and over-articulating its own meaningfulness and legitimacy. Thus, self-deception distorts the fulfillment of intergenerational responsibilities. The original topic has become a first example that leads into and illuminates the problem. As an educational idea, AR claims to address secularization for our times. If upon further thought the idea seems hollow, it becomes necessary to look again at the real world of secularization. AR reflects the contemporary obsession with diversity and the compulsion to turn education into a parade of possibilities. What is taught is merely a rationalized stance. Indeed, given that the legitimacy of an education system depends on locating authority within a recognizable source of meaning, and given that modernity foregrounds incommensurable diversity, there is an apparent obviousness to grounding the educational enterprise in bare proceduralism and then topping it up by tenuously claiming association with various deeper sources. But George Grant’s characterization of the religious education of an earlier generation still holds: “a few thin platitudes.” In religious contexts, a distinction is sometimes made between religious instruction and formation within thick tradition and community. Even in a secular age, the young deserve some kind of thick formation. Yet that seems unimaginable, because contemporary common sense is caught in what Hubert Dreyfus calls theoretical holism. Secularization presents education not with an array but with a dilemma: To go on trying to manage meanings for the young, or to allow them to find meaning in strong practices? Facing this dilemma will entail facing the disenchantment generated in our deepest Western educative impulses. Rediscovering true sources of educational authority for our times will entail going back to the origins of modern schooling in the breakup of the apprenticeship model and rethinking an institutional solution that so fundamentally denies the way in which human beings become oriented to meaning through strong practices.
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.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 découle