Bibliographic record
Abstract
ABSTRACT. Prompted by a child's question, this reflective paper uses narrative to explore ways in which technical and standardized approaches to curriculum do little to help children and their teachers make sense of the complexity of the life world in which they dwell. These curricular approaches are perhaps symptomatic of a largerproblem. This paper examines ways in which curricula mandated by the state have been traditionally used to implement social policies and to control what is taught, how it is taught, and to whom it is taught - that is to say, what conception of children is being promoted. In this context, teachers may often become handmaidens of the state, sometimes, though not always, unwittingly implementing social policies that may undermine the possibility for critical thinking in schools. Becoming an adult in western culture can involve estrangement from one's own childhood, and the curriculum of traditional schooling may serve to reinforce this estrangement. QUAND LE PROGRAMME D'ETUDES DEVIENT UN ETRANGER RESUME. Cette reflexion, suscitee par la question d'un enfant, porte sur l'aide minimale que les approches techniques et standardisees d'un programme d'etudes apportent aux eleves et a leurs enseignants pour mieux comprendre la complexite du monde qui les entoure. Ces approches peuvent etre les symptomes d'une problematique plus)mportante. Cet article examine comment les programmes mandates par l'Etat ont traditionnellement ete utilises, d'une part, pour mettre en oeuvre des politiques sociales et, d'autre part, pour controler le contenu enseigne, la methode d'enseignement et les eleves, en d'autres mots pour promouvoir une certaine conception de l'enfance. Dans un tel contexte, les enseignants peuvent souvent etre au service d'un etat pour implanter consciemment ou non des politiques sociales risquant de compromettre la possibilite d'une pensee critique dans les ecoles. Devenir adulte, dans la culture occidentale, peut impliquer une certaine rupture par rapport a sa propre enfance. Cette rupture peut etre renforcee par les programmes d'etudes traditionnels.
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 | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.009 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.010 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.013 | 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".