Bibliographic record
Abstract
The focus of this thesis is the influence of entrance examinations on the education and lives of students in prewar Japan. I investigate the content and the extent of the tests’ effect through contemporary media reports and official criticism. I show that the influence was similar to that in postwar Japan, and that it extended beyond the few who entered the elite schools. In a direct or indirect manner, the tests affected the education of most elementary school students. Official criticism of this extensive influence was followed by vigorous reform efforts from the late 1920s. Despite these attempts, the influence persisted and was routinized. The reasons for this are explored by tracing the responses of the schools, the students and their parents to the bureaucratic reforms. These sectors of society defied official directives, for the tests (in their established form) served an important purpose for each of them. The government tried to alter the nature of the examinations and prohibited many activities resulting form them, but it had an interest in the continuation of the tests as well. This multiple interest facilitated the persistence of difficult entrance examinations and their effects. The basic reason for their extensive influence and for their multiple utility is found in the gap between the demand for and supply of post-elementary education in a society where success through academic credentials was accessible and appealing to most youths. The defiance of government orders by the concerned sectors of society illustrates aspects in the government-society relationship that suggest the need for revisions in the existing general interpretation of that relationship--the former exercising totalitarian control over the latter.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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".