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Record W1985822089 · doi:10.1353/can.2007.0026

Regards sur la construction de la culture catholique québécoise au XIXe siècle

2007· article· fr· W1985822089 on OpenAlexvenueaboutno aff
René Hardy

Bibliographic record

VenueCanadian Historical Review · 2007
Typearticle
Languagefr
FieldSocial Sciences
TopicCanadian Identity and History
Canadian institutionsnot available
Fundersnot available
KeywordsHumanitiesArtPolitical sciencePhilosophy

Abstract

fetched live from OpenAlex

Selon une interprétation qui prévaut toujours dans l'historiographie socioreligieuse du Québec, l'influence de l'Église doit beaucoup à une « réveil religieux » survenu en 1840. Dans cet article, je prends la contrepartie de cette thèse en scrutant sous un certain angle la période 1760-1840. On y voit que l'Église détient déjà une influence considérable dans les paroisses et que les catholiques sont plutôt respectueux des exigences de leur foi. Il ressort également qu'au cours des premières décennies du siècle, l'Église se donne de nouveaux moyens pour transformer la pratique religieuse. Elle bénéficie du support de l'État et, après 1840, des élites issues de l'échec des Rébellions qui lui concèdent la direction du système d'éducation publique. L'école devient alors l'institution la plus efficace pour catéchiser la population, diffuser les valeurs catholiques et les nouvelles orientations que l'Église souhaite donner à la pratique religieuse. La culture religieuse qui émerge graduellement de cette vaste offensive d'acculturation apparaît alors comme la suite et l'aboutissement des actions entreprises par le clergé dans le premier demi-siècle. Elle se définit par le respect généralisé des pratiques religieuses dites obligatoires, par l'attrait des indulgences pour adoucir ou éviter la sanction divine, par l'abondance de dévotions et de cérémonies religieuses qui s'étirent sur l'année entière et imposent un rythme au temps social, par l'extériorisation de sa foi dans des processions, des pèlerinages, des gestes, postures et comportements qui en sont des témoignages visibles. Très tôt au cours de la seconde moitié du XIXe siècle, ce modèle de comportement est devenu la norme que personne ne peut transgresser sans subir la réprobation de la communauté. C'est pourquoi l'urbanisation accélérée des premières décennies du XXe siècle, en rendant possible l'anonymat qui permet d'échapper à la contrainte sociale, a joué un rôle important comme facteur de déclin de cette culture qui s'effrite lentement avant d'être emportée par la révolution tranquille. A long-standing interpretation in socio-religious Quebec historiography is that the influence of the Catholic Church is a direct result of a 'religious awakening' that took place in 1840. In this article the author proposes an opposing theory by examining the period 1760–1840 from a different angle. It is obvious that the Catholic Church already had considerable influence in parishes and that Catholics were respectful of the demands of their faith. It is also apparent that at the beginning of the century the church adopted new ways to transform religious practice. It received the state's support, and after 1840 it benefited from the support of elites that emerged from the failed rebellions. From that date forward, the church was given responsibility for the public education system. Consequently, the school became the most effective way to indoctrinate the populace, disseminate Catholic values, and transmit the church's new directions in religious practices. The religious culture that gradually emerged from this vast acculturation offensive was a direct result of the continuation and outcome of actions undertaken by the clergy during the first half of the century. The new religious culture was defined by the respect of 'mandatory' religious practices; the enticement of indulgences used to either soften or avoid divine punishment; the wealth of devotion and religious ceremonies, which now covered the entire year and dictated a rhythm to the social calendar; the manifestation of faith through processions, pilgrimages, actions, postures, and behaviours, which were visible testimonies of faith. This behavioural model quickly became the norm during the second half of the nineteenth century and any deviation from it brought the community's reprobation to the transgressor. The first decades of the twentieth century were marked by an accelerated urbanization, which made anonymity possible and facilitated an escape from social constraints. This freedom from religious retribution and constraints played an important role and became a mitigating factor in the decline of the religious culture, a culture that slowly unravelled before being swept away by the Quiet Revolution.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.002
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow), Insufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Other · Consensus signal: Other
Teacher disagreement score0.294
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0030.002
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.001
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0010.001
Insufficient payload (model declined to judge)0.0010.000

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.

Opus teacher head0.012
GPT teacher head0.253
Teacher spread0.241 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreOther

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".

Quick stats

Citations3
Published2007
Admission routes2
Has abstractyes

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