The Examination of the Decline of Philosophy of Education with Institutional Theory: A Focus on the Last Three Decades
Bibliographic record
Abstract
Many symposia and special journal issues over the last several decades have been devoted to concerns over the decline of philosophy in teacher education programs. I pursued an answer for my doctoral project and found institutional explanations are rarely invoked in the “decline literature.” I have sketched here the theory, and have shown it to be equally applicable to the last several decades of this literature. I argue that institutional organizational theory (IOT) shows how teacher education institutions have changed over time in a way that ultimately rendered the environment less and less hospitable to philosophy of education curriculum and faculty. Particular attention is paid to the educational context of Ontario, Canada, but I also include the wider American and British decline literature. In the final pages I offer de-institutionalizing solutions that, if realized, could provide a new soil in which philosophy and other humanities fields could take root again in teacher preparation programs.
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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 | 0.013 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.006 |
| Science and technology studies | 0.006 | 0.037 |
| Scholarly communication | 0.013 | 0.016 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.006 | 0.012 |
| 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 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".