Cultural Diversity and Peaceful Coexistence: A Reflection on Some Selective School Textbooks
Bibliographic record
Abstract
Bangladesh adheres to the principles and values of respecting cultural, religious, and ethnic diversities and has enriched school textbooks for meeting demands of the society and preparing young generations as much as possible for future with adequate facts, well-known perspectives and diverse worldviews. School textbooks are one of the critical instruments of preparing young generations for future—with the values of respect, tolerance, mutual understanding, cooperation, unity, prosperity, partnership and humanity. However, sometimes textbooks could produce counter-productive outcomes if contents were not developed with well-thoughts and prudence. They also constitute a compulsion for a country to realise how the young children could be prepared with the values of maintaining and ensuring peace, accepting cultural diversity, and respecting the ethos of peaceful coexistence of multi-ethnic and multi-religious communities living in a society. As an elementary level effort, this paper has focused on some selective secondary level textbooks in Bangladesh to understand how the issues of cultural diversity and peaceful coexistence have been represented. There has been a plenty of textbook contents described and touched on the aspects of cultural diversity in various ways to enlighten students about pluralism and values of social cohesion. However, a more delicate and detailed presentation of some issues could help students socialisation process and of learning about respecting and accepting the diversity of all kinds better. Some more visual representations of diverse cultures and practices, and more practical tasks on valuing rights, dignity, tolerance, and empathy could benefit them further. Nonetheless, there is an essence of having skilled and qualified teachers who could play sincere roles in teaching such values in appropriate educational environments. Social Science Review, Vol. 37(2), Dec 2020 Page 59-86
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".