La socialisation scolaire du croire et sa gestion institutionnelle: Bible, catéchisme et histoire de l'Église á l'école publique québécoise (1905-1970)
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.
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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 | 0.001 | 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 | 0.009 | 0.012 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".