Bibliographic record
Abstract
Folk schools are an enduring vision of nineteenth-century Danish philosopher Nikolai Severin Grundtvig. These schools for life offer non-competitive, non-vocational, residential, youth and adult education. This thesis explores the historical and contemporary folk schools of the United States and Canada, addressing a lack of scholarly writing on North American folk schools. It is framed by the question, ?What is the past and present state of folk schooling in the United States and Canada with respect to people, pedagogy, philosophy, and place; and what opportunities exist for folk schools to enact social change in today?s world?? \nFirst I address the context from which this research arises: the history of folk schools. A review of the literature examines folk schools in national struggles for identity, and the lasting impacts of folk schooling in Scandinavia and in America. In the United States, the effect of folk schooling is apparent in contributions to the Craft Revival, Labour, and Civil Rights movements. The literature review also creates scholarly consensus around what constitutes a folk school. \nI then develop an analysis of contemporary folk schools. Guided by methodologies of content analysis and comparative research, this qualitative, humanities-oriented research uses a historical and cultural lens for interpreting current web-based data and literature on folk schooling. I discuss contemporary North American folk schools and analyze them with respect to place, people, pedagogy, and philosophy. For the purpose of comparative content analysis, I examine folk schooling in five distinct yet related categories: The Originals, The Spiritual Schools, The (Quasi)State and Institutional Schools, The Grassroots Schools, and The Roving Schools. I then analyze modern folk schools as a unified branch of alternative, youth and adult education. In closing, I look to the future of folk schooling as sites of personal and social transformation, and suggest opportunities for living work that arise in response to this research.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.028 | 0.017 |
| Scholarly communication | 0.012 | 0.010 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.018 | 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".