Bibliographic record
Abstract
This paper discusses two educational and religious incidents featured in the British press in recent few years. The first refers to a pupil who took her school to court claiming she had been excluded from school for wearing the jilbab (full length coat-like garment). The second incident relates to the issue raised by Michael Reiss as to whether when questions of Creationism and intelligent design are raised by pupils in science lessons, it would be appropriate for the science teacher to discuss them with those pupils rather than dismiss Creationism. In Britain, Asian and white British youth often live ‘parallel lives’ and this has serious implications for the cohesion of British society. Siddiqui (2007) raised the issue of the segregation of communities and made a strong case for inclusion that begins with the academic but has implications for the communal and social domains. This paper suggests that there is a possibility for a peaceful coexistence of different epistemologies supported by incidental reference as well as by structured comparison. The school is a place where a pupil should have a sense of belonging, where they can ‘tap their faith performatively’ both to develop their own learning and to contribute to the learning of others. Ce document traite de deux incidents éducatifs et religieux apparus dans la presse britannique au cours des dernières années. Le premier fait référence à une élève qui a traduit son école en justice affirmant qu’elle a été excluée de l’école pour avoir porté le jilbab (tenue toute en longueur pareille à un manteau). Le second incident mentionne un problème soulevé par Michael Reiss quant à savoir, lorsque les élèves en cours de sciences soulèvent des questions sur le Créationnisme et la conception intellectuelle, s’il ne serait pas approprié pour le professeur de sciences d’en discuter avec ces élèves plutôt que de renier le Créationnisme. En Grande Bretagne, les jeunes Asiatiques et Anglais souvent mènent des “vies parallèles” et ceci a de sérieuses implications pour la cohésion de la société anglaise. Siddiqui (2007) a soulevé la question de ségrégation des communautés et a fortement plaidé la cause pour l’inclusion qui commence dans le milieu universitaire, mais a des implications dans les domaines communautaires et sociaux. Cet article suggère qu’il existe la possibilité d’aboutir à la pacifique coexistence de différentes épistémologies soutenues autant par des références fortuites que par des comparaisons structurées. L’école est un lieu où un élève doit ressentir un sentiment d’appartenance, un endroit dans lequel ils doivent pouvoir “pratiquer leur foi ouvertement”, et pour développer leur propre apprentissage, et pour contribuer à l’apprentissage des autres.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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; a candidate call from one teacher head, 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".