The Universal Declaration of Human Rights and education for democracy
Bibliographic record
Abstract
Producing a peer-reviewed journal has proved a more complicated and demanding task than we originally anticipated, especially considering that most of the work is done on a volunteer basis, that the editorial committee is located in different parts of the continent, and that the process of evaluating the many papers submitted in three different languages creates additional logistical challenges.Nonetheless, and despite the natural growing pains, the Journal is overcoming these and other challenges, and we are already busy preparing the third issue.This second issue of the journal, published at the dawning of 2008, coincides with the 60 th anniversary of the Universal Declaration of Human Rights, arguably one of the most important documents produced in the 20 th century, and certainly a central reference for all those who work on education for citizenship and democracy.The Declaration was produced, discussed, and approved during a lucid, creative, and responsible moment of humankind after the painful experiences of two world wars.The declaration is organized in a beautiful preamble and 30 articles.The articles in the first two thirds of the declaration (1 to 21) deal with basic human, civil, and political rights.Several of these rights can also be found in the legislation of many individual nation-states.One of the most important contributions of the Declaration can be found in articles 22 to 28 because, for the first time in human history, it addressed issues of economic, social, and cultural democracy, and articulated them in terms of fundamental rights for all human beings.Particularly significant for the purposes of this journal is Article 26, which, among other things, proposes that education shall be directed to the full development of the human personality, to the strengthening of respect for human rights and fundamental freedoms, and to promoting understanding, tolerance, peace, and friendship among all nations, and racial and religious groups.Indeed, the 1948 Universal Declaration put great hope in educational institutions to promote awareness of the newly proclaimed rights.From the outset, the Preamble of the Declaration asked every person and every social organization "to strive by teaching and education to promote respect for these rights and freedoms."Moreover, immediately after the approval of the Declaration in December of 1948, the General Assembly of the United Nations called upon all member countries to disseminate it widely, especially in schools and other educational institutions.However, it is not clear to what extent member countries have addressed this call in their curricula, textbooks, and actual lesson plans.Moreover, we wonder what proportion of students all over the Americas have had the opportunity to read, reflect upon, and discuss the Declaration as part of their school experience.
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 | 0.000 | 0.000 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".