How to Evaluate and Judge When the Moral-Educational Dimension of Instruction Is Concerned?
Bibliographic record
Abstract
The text examines the question of what value framework moral education in the public school of a democratic, multicultural society can legitimately rely on. The Constitution of the Republic of Slovenia and education legislation establish the concept of human rights (and duties) as the fundamental ethical and legal norm in Slovenia. From the aspect of legality and legitimacy, the concept has been established as the normative basis that must also be followed with regard to moral education in public schools. The author argues (and provides two practical cases as illustrations) that the right of parents to educate their children in accordance with their religious or philosophical beliefs does not require public school to avoid addressing “contentious” topics, although they may cause children moral distress. The only thing that public school must ensure is for knowledge to be transmitted objectively, critically, and pluralistically, and guarantee that there is nothing that could lead to indoctrination. This means that school and teachers must not impose any views on children about which people differ or require them to identify with a particular viewpoint. Rather, they must express the differences very clearly and allow for the co-existence of and respect for different views.
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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 | 0.061 | 0.128 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.008 | 0.006 |
| Science and technology studies | 0.005 | 0.039 |
| Scholarly communication | 0.021 | 0.026 |
| Open science | 0.005 | 0.005 |
| Research integrity | 0.010 | 0.008 |
| Insufficient payload (model declined to judge) | 0.004 | 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".