Spirituality as a guiding construct in the development of Canadian social work
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
This manuscript is the first to consider the emergence of spirituality as a topic in Canadian social work scholarship and practice. A broad overview is provided of three time periods, beginning with the origins of the profession and ending with present-day considerations. These three periods are ones in which spirituality had/has strong influence in shaping practice, research and pedagogical discourses. First, we emphasize the overwhelming significance of spirituality to the early history of social work, prior to its emergence as a secular, professional discipline taught in university contexts. Second, we examine how spirituality continued to have a place within the writings of several major social work scholars in Canada, up to 1970 at which point spirituality seems to fade from scholarly social work literature. Third, spirituality re-emerged as a Canadian topic for research in the 1990s - at the beginning of the third millennium the spirituality and social work literature has emphasized three major themes: social justice work and community organizing; social work pedagogy; and social work practice. Finally, we briefly consider barriers to, and prospects for, the continued emergence of spiritually infused social work research and practice in Canada.
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 | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.005 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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