Education Towards Jewish Values in the Israeli State Preschool: Its Character, Essence, and Scope
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A Jewish–Israeli identity incorporates two identities—Jewish and Israeli, and various philosophers suggest different ways to view the combination or separation of these identities. Agasi and Samucha come from different approaches to suggest ways of integrating both identities. They speak about the existing division between the two identities, in light of the unique characteristics of the State of Israel. The ever-increasing essential need for providing a significant and systematic solution to the issue of value-based education and nurturing the Jewish-Israeli identity of the students of the State education system must be seen in light of the collapse of values in many postmodern Western societies. The existing education system perpetuates the division into sectors that divides Israeli society from within. At the same time, the emphasis in State preschools examined in this article, is on culture and nationalism, as connected to values of good behavior towards others. The findings show that Jewish education at an early age is influenced by the personality and inner world of the preschool teacher and her own connection to Jewish content, irrespective of the educational stream to which the preschool belongs.
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.
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 | 0.002 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 it