A Socio-Political Understanding of Education and Citizenship: Canadian-Portuguese Youth, Alienation, and the Educational Process
Bibliographic record
Abstract
14.00 My aim in this study is a critique of the logic inherent in functional models of education. Here, I will sketch out a phenomenology of critical thinking, which will help account for both the enthusiastic support of critical thinking courses and the determined opposition to them by certain political and market-place forces. I will argue that education should be more than just learning a skill, or fitting people into an economy. As a representative group to reflect on, recent community discussions on alienation amongst youth of Portuguese ancestry in our contemporary Canadian education process will guide my theoretical investigations of a general loss of self-determination, which produces false consciousness and low self-esteem. These reified states of mind will be analyzed through Marxian and phenomenological categories. I will ask, ‘what is the nature of the relationship between thinking, language, and education’ (as a humanizing process)? This question receives its classical analysis in G. W. F. Hegel’s understanding of ‘moral education.’ More recently, it has been re-stated and re-examined in the writings of Emile Durkheim, Irving Goffman, and Henry Giroux. Each of these thinkers, from the perspective of his conceptual framework, is clarifying the inter-related meanings of thinking, language, and education, in the context of what it means to be a ‘Human Being.’ This leads to an exploration of the socializing and humanizing dimension of the educational process. Normal 0 false false false EN-US JA X-NONE
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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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.031 | 0.034 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
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".