Bibliographic record
Abstract
The author, formerly a teacher of geography, is now the Superior of a Seminary near Nancy, France. This address was delivered before a group of Superiors and Principals of secondary schools during a congress held at Nantes, in July 1956. He demonstrates vigorously that good geography teaching is impossible without a qualified teacher who bas mastered his subject. The first difficulty comes from the fact that the field of geography is so vast : it includes all countries the world over. Good qualifications are also desirable because geography, even if it is a separate discipline, is situated at a cross-road where many other sciences converge : geology, hydrology, history, economics, sociology, etc. The education of the geography teacher must enable him to use the conclusions of all other sciences as far as they help to understand the environmental and regional point of view which distinguishes geography. It is important that the geography teacher be aware of the psychological foundations of his teaching, for geography can develop specific intellectual habits, for instance, a sense of reality, a training in the art of observation, strictness in the art of description, and a discriminating sense of comparison between the various aspects of problems. Finally, the author maintains that a good teacher must know the documentary basis of his work and must have the essential references in hand. Of course, he should have at his disposal the necessary audio-visual equipment (maps, models, films slides, radio, television, etc.) kept in a special room.
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 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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.002 | 0.020 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
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".