Bibliographic record
Abstract
Fundamentalist Mormons believe in plural marriage, or polygamy. Many practice it. Polygamist groups live in insular settlements and in mainstream communities, mostly in the western United States and Canada. Polygamists often have large families, and they educate their children in a variety of settings: a public charter school within a polygamous town, private religious schools in suburban and rural areas, “priesthood schools” based on home school models, and in public schools in which polygamists’ children are invisible minorities. They trace their origin to Mormons who refused to abandon polygamy after the Church of Jesus Christ of Latter-day Saints (LDS) renounced it in 1890. Polygamists model their economies, religion, and education on the “theodemocracy” of 19th century Utah. In the scriptural world view that they embrace, polygamists are a remnant people, entrusted with continuing plural marriage. \nThe purpose of this study is to explore the educational component of fundamentalist Mormonism. Their schools transmit the values and practices of plural communities to children. What are these values? How do schools transmit them? Do they prepare students for participation in a pluralistic society? To explore these questions, I conducted field work at several polygamist communities’ schools and developed case studies about two of them, Spring Hill School and Link Academy. To understand these schools in their historical and religious contexts I examined the history of education and polygamy in Utah. The work of several philosophers of education helped me to explore themes of autonomy versus servitude and education for pluralism in polygamist communities’ schools and informed my recommendations for how the state and civil society should respond to fundamentalist Mormon education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 teacher head, 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".