Knowledge, Politics and the History of Education (2012) Jesper Ekhardt Larsen, editor
Bibliographic record
Abstract
Educational policymakers often plan utilitarian education systems, functionally linking them with economic development.This political will has become increasingly clear since the second half of the 19th century, as highlighted by Carlo M. Cipolla (1969).Education systems must also meet the criteria of economic efficiency, which demands results from investments.That being the case, can the history of education be useful for the work of policymakers and can it be a constituent part of education systems that are defined in this way?The anthology Knowledge, Politics and the History of Education addresses this issue.The book begins with essays sharing opposite points of view, by Gary McCulloch and Marc Depaepe respectively.McCulloch argues that the study of the past allows us to understand how education has played its role across the ages with respect to interests of different social groups and changing political institutions.Past examples can provide useful educational information to meet today's challenges but our complex society requires that the rationale of the history of education is interdisciplinary.History, pedagogy, and social sciences have to interact in order to develop appropriate tools for teacher training and planning of educational policies.The scholarly work of Emile Durkheim and Brian Simon, two of the most important scholars in sociology and education, demonstrate that it is possible to successfully build a bridge among history, pedagogy, and social sciences.Moreover, McCulloch thinks that to successfully support the raison d'être of the history of education, scholars should avoid balkanization in various specializations, which are often developed in isolation from the whole and are likely to provide an incoherent image of the discipline.On the contrary, Depaepe thinks that discussion of the role of the history of education is irrelevant, especially in teacher education.The search for educational, theoretical, and methodological foundations in the past are likely to have two negative consequences.On the one hand, there is the mystification of history and its decline to a hagiographic presentation of the great figures of educators of the past and, on the other hand, an interpretation of the past, which would respond to political, religious, academic, social, and economic goals of the institutional actors who may have an interest in influencing reform of education.Depaepe says that welldefined pedagogical thinking can hardly be taken out of the historical context within which it takes shape.As a consequence, past educational examples can hardly be used for the improvement of today's educational systems.With respect to these positions, the other essays move toward in different ways.Jukka
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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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.003 | 0.004 |
| Scholarly communication | 0.011 | 0.007 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.007 | 0.008 |
| Insufficient payload (model declined to judge) | 0.006 | 0.003 |
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".