Democracy, the role of schools in a democracy and the role of democracy in schools
Bibliographic record
Abstract
This thesis is in two parts. First, the relationship between different models of democracy is explored to determine if certain forms are more democratic than other forms. Second, the relationship between the more democratic models and schools is examined. This research draws on literature from Political Science, Political Philosophy and Philosophy of Education. In the first part of the thesis, the Representative, Participatory, Capitalist and Liberal forms of democracy are compared and contrasted. Components of the Representative and Capitalist Democracies were found to exist quite prominently in today's society. Unfortunately, these two forms are not found to be the more democratic forms. The Participatory and Liberal Democracies are, respectively, close cousins to the Representative and Capitalist Democracies and are found to be more democratic. The Participatory and Liberal Democracies can be realised more fully if autonomy in the private sphere and participation in the public sphere are fostered. Schools can play an important part in promoting autonomy and participation for a democracy. The roles of schools in a society, which Dewey explored, all allow for autonomy and participation. There needs to be a Political Education to foster participation and a Social Education to foster autonomy. Autonomy and participation can be realised by teaching critical thinking and competent dialogue in schools. Any such education, to be justified, must not infringe on parents' rights. To promote critical thinking and competent dialogue, structures in the school need to be democratic. The structures which need to be democratised include authority and how teachers teach the hidden and prescribed curricula. Authority needs to be more democratic by including the input of parents, teachers, the state, and students in their final years of secondary school. Teachers are an important link to teaching the prescribed and hidden curricula. They need to understand the importance of competent dialogue and critical thinking whenever they teach students. This understanding needs to be stressed in teacher-training programs.
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 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 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.008 | 0.023 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
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".