The Philosophy of Education in the Sultanate of Oman: Between Perennialism and Progressivism
Bibliographic record
Abstract
Using a descriptive analytical method, this research will provide a critical examination of the Sultanate of Oman philosophy of education. The purpose of this research is to present and analyze the main attributes of the philosophy of education in the Sultanate of Oman. An investigation of the government’s educational orientations is performed through linking the different attributes observed in its philosophy of education to the five following main philosophies of education: Perennialism, Essentialism, Progressivism, Existentialism, and Social Reconstructionism. The data analysis showed that the most viewed educational philosophical dispositions were progressivism and Perennialism. In fact, Oman’s Philosophy of education combines openness to the world values and preservation of the Arab-Muslim national culture and values. The study also found that the Sultanate of Oman has developed an educational philosophy that draws its background from national and universal values. It also contains the main guidelines that educative institutions and instructors must follow. Despite the fact that this philosophy seems to be instructors centered, it shows openness and internationalization of the standards of education.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.006 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".