Bibliographic record
Abstract
Does the liberal state have a role in helping mature citizens make worthwhile educational choices? The question has clear relevance for the aims of higher education in a liberal democratic society. As systems of higher education internationalize, it has become difficult for liberal states to steer high education policy in directions that serve civic interests. This is, in part, because political liberalism imposes restrictions on what one might call directive educational authority: the power to direct citizens toward specific kinds of knowledge, understanding and skills in the interests of making their lives better. This restriction follows from the view that citizens have the capacity to make thier own decisions about how best to live, including decisions about the kind of education they need. My aim in this paper is to make the case for a more direct role for the state in promoting a good life through higher education. In particular, I argue that the liberal state’s obligation to promote autonomy across its citizenry confers legitimate educational authority over post-compulsory, as well as compulsory, education. This argument affirms the State’s educational obligations to citizens beyond a basic or compulsory education. Getting in the way of this affirmation, however, is an overly restrictive account of educational authority that occludes these obligations under the guise of respect for autonomy. Accordingly, in making my case I propose an autonomy-based account educational authority derived from Joseph Raz’s Service Conception, defending this account against the charge that such authority is illegitimately paternalistic.
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 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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".