La socialisation scolaire du croire et sa gestion institutionnelle: Bible, catéchisme et histoire de l'Église á l'école publique québécoise (1905-1970)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
English For a century two versions of religious teaching have pitted themselves against each other in the programmes in French-speaking public schools in Quebec: one of a Catholic nature, the other cultural. Both conflicting positions express themselves in the public domain, in a clerical context, principally among the bishops, religious orders and school boards. The problem is important for the definition, the organization and the control of the educational socialization of belief in its relations to the affirmation of cultural identity, religious belonging and the entry into modernity with regards to tradition. The interactions of both sides become less with the retreat of religious orders from public schools, to which is added the ecclesiastical intention of appropriating the exclusive direction of religious instruction and the state's claim on the regulation of educational socialization, including in matters of religion. French Depuis un siècle, dans les programmes des écoles publiques québécoises dle langue française, dleux versions de l'enseignement religieux s'affrontent, l'une de nature confessionnelle catholique, I'autre à caractère culturel. Des positions conflictuelles s'expriment dans la discussion publique, soit entre les instances cléricales, l'épiscopat principalement, les ordres religieux enseignants et les directions scolaires. C'est que l'enjeu s'avère de taille quant à la définition, à la gestion et au contrôle de la socialisation scolaire du croire, dans ses rapports avec laffirmation de l'identité culturelle, I'appartenance religieuse et l'insertion dlans la modernite en regard de la tradition. Les transactions de part et d'autre reculent avec le retrait des ordres religieux des écoles publiques, à quoi s'ajoutent l'intention ecclésiastique de s'approprier la direction exclusive de l'enseignement religieux et la revendlication étatique d'une regulation entière de la socialisation scolaire, y compris en matière de religion.
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.
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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| 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 it