Bibliographic record
Abstract
The issue of education emerged in the Two Treatises as an element in Locke's broader project to undermine traditional patriarchy. In this way, Locke's critique of patriarchy involved reexamining and reforming the conventional understanding of both marriage and parenting. With respect to the latter, Locke insisted in the Second Treatise that one way to topple the patriarchal support for Filmerian divine right monarchy was to reinterpret paternal authority in terms of the parental duty to educate a child rather than a child's unconditional obedience to the presumed biological source of his or her being. Locke's reformulation of political power not only placed the primary burden of moral obligation on parents rather than offspring, but also advanced a conception of human freedom according to which the undeniable dependence of children on parents in no way diminished the ultimate goal of rational autonomy and full independence upon reaching the age of maturity: “Care and Reason as they grow up, loosen them [the Bonds of Subjection] till at length they drop quite off, and leave a Man at his own free Disposal” (II: 55). However, in the context of the Two Treatises , Locke had little to say about the pedagogical approach and specific content of the education parents are morally required to provide for their children. This was due both to the narrow political purpose of this discussion of education as an antidote to patriarchal political pretensions, and to the fact that Locke's main focus in his account of the family in the political writings was to radically reform marriage and the relations of adult women and men.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.012 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.011 | 0.002 |
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".