Water in an Era of Peace: Teaching for Regional Cooperation in a Multicultural Setting
Bibliographic record
Abstract
For the last three years, a joint project sponsored by the Netherlands-Israel Research Program has been in progress. The study was primarily meant to evaluate an educational intervention aimed at changing prevailing attitudes of Palestinian and Israeli youth towards peace and regional collaboration in managing shared resources, such as water. Based on a cognitive approach to attitudinal change, a curriculum on water issues was constructed and implemented on an experimental sample of junior high students in the Palestinian Authority and in Israel, as well as in several teacher training colleges in Israel. The basic assumption of the project was that new persuasive information can support the construction of salient beliefs regarding peace and cooperation. The findings of our study indicated a significant growth in knowledge among all the study’s participants. Despite this, changes in attitudes were small. Several explanations are offered to explain the lack of relationships between knowledge gains and attitude changes—some related to the cognitive mechanisms employed in processing major versus minor information, and some to assymetries in processing information related to the dichotomies of war versus peace and profit versus loss. It became clear that attitudinal change could not be achieved through cognitive mechanisms alone. Other more effective factors should be incorporated in planning a curriculum that aims to educate people toward peaceful coexistence.
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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 | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".