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 distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.006 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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; both teacher heads agree on what is shown here.
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".