Notice bibliographique
Résumé
As I write this introduction in March 2003, on the eve of the Third Gulf War, the old saw is very much in my mind: ‘Those who fail to learn from history are doomed to repeat its mistakes'. The three contributors to this chapter endorse this sentiment. Mike Welton begins the chapter by exploring the connections between history and myth. He reminds us that historians must be critical of their own assumptions. He then acts on this by critically examining the central emancipator story of Canadian adult education, the Antigonish movement, of which he is a major historian. Welton argues that adult educators have invested Antigonish with too much emancipatory hope, and have turned it into a disabling myth. He concludes by urging adult educators to keep hoping, and working, for a better world, but to 'dream closer to the ground' .He calls for 'much deeper reflection on the historical forces that subvert the attempts of ordinary people to realise their potential’. In the second contribution, Bob Boughton also calls for a more critical approach to adult education history. He argues that in Australia and elsewhere a liberal history of adult education has dominated, one that sees adult education evolving towards today's 'highly professionalized and depoliticised field of practice' . Boughton shows how this liberal story has repressed other histories of adult education and learning. He outlines a further Australian adult education history-a workers' history-and refers to two others: an indigenous history and a women's history. In doing this he shows that the repression of these popular adult education histories has divided and undermined popular movements by preventing them from learning from their experience. He concludes by calling for the development of 'learning movements', 'which study and learn about the world as they work to change it'. Lucy Taksa's contribution reconstructs a particular 'lost history', the struggle over the direction of adult education in New South Wales, Australia, between the two world wars of the 20th century. Taksa traces the transplanting of the British Workers' Educational Association to Australia. She argues that the WEA, dominated by 'middle class liberals, saw education as the means for achieving individual improvement and social peace'. But this desire challenged the labour movement's demand for more radical and emancipatory social change. So Australian workers turned away from the WEA and established their own formal and informal educational structures. While these were often short-lived, they provided an independent working-class education aimed at achieving, as a union educator put it in 1924, 'a revolutionary change in existing economic and social institutions and conditions'.
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 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 | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,010 |
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; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».