Reflecting From the Margins of Education Faculties: Refiguring the Humanist, and Finding a Space for Story in History
Bibliographic record
Abstract
Notwithstanding their traditional characterization as a foundations subject, history of education courses are marginal in pre-service teacher education. This marginalization is framed here in light of a broader concern for the discipline’s turn away from the humanities. History of education’s fundamental purpose, it is argued, lies in the exploration of what it means to be human, and how education has historically been shaped by our values, authority, contexts, and norms. Using stories drawn from literature and memoirs in the teaching of educational history is one means of exploring intersections of education with human cultures and societies across historical contexts. History is etymologically linked with story telling, and both history and literature share narrative features; the two should not be conflated, however, due to distinctive disciplinary features of history, such as the requirement that any claims to truth require what John Dewey referred to as warranted assertability.Keywords: history of education, teacher education,educational foundations, humanities, literature, historical mindedness, John Dewey.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".