Bibliographic record
Abstract
In this chapter, we discuss the importance of critical literacy in India and argue that, although there are understandings of critical thinking and critical perspective, there is a lack of a well- designed and explicit focus on critical literacy within the educational system. A cursory glance at the current education system provides an insight into the struggle to achieve basic literacy and numeracy at the elementary level for all children, along with the absence of critical literacy pedagogies as practiced in countries like Australia and Canada. This chapter begins by reviewing the historical roots of critical thinking in ancient India. Following this, the sociopolitical context of the Indian education system in the aftermath of colonization is discussed to highlight some of the salient sociocultural and systemic factors that impact Indian children’s school experience. Empirical evidence and review of the current education system provides insight into ongoing attempts to shift the system from a traditional teacher-controlled basic skills focus to the teacher as a facilitator who can enable logical, higher order thinking and a critical approach to texts and discourses. The chapter ends by providing recommendations for good practice and future directions.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.005 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.006 | 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 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".