Bibliographic record
Abstract
One important reason for the inadequacy of current citizenship education is that children – defined here as all young persons under age 18 - are rarely seen and treated as citizens in their own right. To the extent that children are educated about citizenship, they typically learn about their rights and responsibilities as future adult citizens. They rarely learn that they are citizens of the present and they are rarely treated as such. This article reviews the modern meaning of citizenship and shows, in reference to the UN Convention on the Rights of the Child, that children indeed are citizens of the present. It shows that when the ingredients of the modern understanding of citizenship are applied to children – rights, responsibilities, participation, and differentiated citizenship – children need to be recognized as citizens. Such an understanding, it is contended, is a necessary foundation for successful citizenship education. Une cause importante du caractère inadéquat de l’éducation à la citoyenneté actuelle est que les enfants – définis ici comme toutes les personnes de moins de 18 ans – sont rarement vus et traités comme des citoyens à part entière. Dans la mesure où les enfants sont éduqués à propos de la citoyenneté, ils apprennent habituellement des notions sur leurs droits et responsabilités qu’ils auront une fois adultes. Ils apprennent rarement qu’ils sont déjà eux-mêmes des citoyens et qu’ils devraient être traités comme tels. Cet article analyse la signification moderne de la citoyenneté et montre, en se basant sur la Convention des Droits de l’enfant des Nations-Unies, que les enfants sont effectivement des citoyens dans le présent. Ainsi, lorsque les ingrédients de la compréhension moderne de la citoyenneté sont appliqués aux enfants – droits, responsabilités, participation et citoyenneté différenciée –, les enfants doivent être reconnus comme citoyens. L’auteur soutient qu’une telle compréhension est un fondement nécessaire pour la réussite de l’éducation à la citoyenneté.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.011 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.000 | 0.008 |
| Research integrity | 0.004 | 0.007 |
| Insufficient payload (model declined to judge) | 0.017 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".