Bibliographic record
Abstract
This book, originally published as Volume 41(4) of the journal Educational Philosophy and Theory, explores the inherent complexities of patriotism, citizenship and education.Within the scope of pluralistic and globalized perspectives, seven authors from the United States, South Africa, New Zealand, Australian, Japan and England describe and analyze the controversial nature of patriotism and citizenship education.The chapters focus on diverse concepts of modern citizenship, the philosophical understanding of education and schooling, as well as the social, historical and political frameworks of modern nations.The overarching themes of the discussions center on the massive demographic shifts brought about by immigration and cross-border movements that have dramatically altered the traditional concept of the citizen.In this regard, all modern nation-states are confronted with challenges to effective democracy.Education has to grapple with these changing socio-political contexts and with the very real tensions surrounding citizenship and education.This book consists of seven well-organized and well-written chapters discussing international perspectives relating to patriotism, to citizenship and to education.Following, Michael A. Peter's foreword, the introduction by the editor, Bruce Haynes, provides a critical summary of the chapters, with particular focus on the following themes: patriotism, citizenship, world citizenship, schooling, space for safe expression and education for patriotic citizenship.In Chapter 1, 'Patriotism, History and the Legitimate Aims of American History', Michael S. Merry introduces the concept of patriotism as 'a special affinity one has toward her/his homeland (or adopted homeland) which fosters deep psychological attachment and pride'.He offers examples of patriotic attachment in American schools.He also questions the partialities and loyalties within a liberal democracy and the tensions between fostering citizenship, social cohesion and critical thinking skills.Chapter 2, 'Patriotism and Democratic Citizenship Education in South Africa' by Yusef Waghid, discusses South Africa's Democratic Citizenship Education Agenda.The primary objective of this article is to 'pave the way for the deepening of a democratic, united and non-racial society' within the context of reconciliation and democratic justice.Chapter 3, 'A New Patriotism?Neoliberalism, citizenship and tertiary education in New Zealand' by Peter Roberts, takes the unusual approach of examining New Zealand's tertiary education policy documents.The new vision for all post-secondary education intends to develop new forms of knowledge and understanding in a neoliberal society.Chapter 4, 'History of Teaching for Patriotic Citizenship in Australia' by Bruce Haynes, begins by describing the advent of a new national curriculum in Australia.This is an important development, since previously various state governments and Catholic education have been responsible for their own distinctive school curriculum.However, contemporary epistemology dictates that social education should include developing the child's awareness of the societies and traditions they currently inhabit.Chapter 5, 'The Debate on Patriotic Education in Post-World War II Japan' by Kanako Ide, focuses on the highlights of the distinctive Japanese connection between patriotic education and peace education.The debate in Japan over patriotic education reflects political power shifts between patriotic enthusiasts and anti-nationalists.Ide makes it clear that patriotic education should not be used for indoctrinating students in specific political ideologies or virtues.Chapter 6, 'Patriotism in British Schools: Principles, practices and press hysteria' by Michael Hand & Joanne Pearce, identifies patriotism as a controversial topic for
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.004 | 0.007 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.039 | 0.017 |
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".