La formation à l’enseignement dans une communauté enseignante. Les Frères des écoles chrétiennes du Québec 1837–1980
Bibliographic record
Abstract
RÉSUMÉ Fondée en France à la n du 17e siècle pour l’instruction des garçons des classes laborieuses vivant en milieu urbain, la communauté des Frères des écoles s’implante au Québec à l’automne 1837 avec l’ouverture d’une première école. Héritière d’une longue tradition pédagogique, elle implante ici l’usage de l’enseignement simultané auquel elle joint quelques pratiques de l’enseignement mutuel déjà pratiqué au Québec. Pour contrer l’absence de toute école normale, elle commence par former ses propres recrues pour ensuite offrir le même service aux professeurs laïcs de même qu’à des communautés de sœurs enseignantes sans tradition dans l’enseignement. À partir du début de la décennie 1920, la communauté adopte les programmes des écoles normales gérées par le Département de l’instruction permettant ainsi aux religieux de se munir des mêmes diplômes d’enseignement que les instituteurs laïcs. En n, les frères se perfectionnent dans les rares structures universitaires dispensant des cours de pédagogie avant de fonder leur propre institut universitaire, l’Institut pédagogique Saint-Georges. Cette étude aborde, dans un premier temps, les structures dans lesquelles s’est enseignée la pédagogie chez les frères des écoles chrétiennes du Québec. La description du cadre dans lequel elle s’est enseignée devrait servir de préliminaire à une analyse du discours sur la pédagogie tel qu’exprimé dans les écrits de la communauté. ABSTRACT Founded in France at the end of the seventeenth century for the education of boys from the urban working-class, the Brothers of the Christian Schools—les frères des écoles chrétiennes—opened their rst school in Québec in the autumn of 1837. Drawing on a long teaching tradition, the order was responsible for introducing the use of simultaneous instruction, which they blended with certain techniques of mutual instruction already being employed in Québec. To make up for the absence of a normal school, the Brothers trained their own instructors; they would later offer the same service to lay educators and those orders of teaching sisters without a tradition of teacher instruction. Beginning in the early 1920s, the order adopted the curriculum used in the normal schools run by the Department of Education, thereby permitting religious educators to obtain the same teaching diplomas as lay instructors. Finally, after studying at the few university institutions that offered courses in pedagogy, the Brothers founded their own, l’Institut pédagogique Saint-Georges. This study examines, first of all, the structures within which the Brothers of the Christian Schools taught educational methods. A description of this organizational framework should serve as an introduction to the discourse on pedagogy as expressed in the writings of the community.
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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 | 0.008 | 0.004 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
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".