From a “Disciplined Intelligence” to a “Culture of Care”: Shifting Understandings of Emotions and Citizenship in Twentieth-Century Educational Discourses
Bibliographic record
Abstract
Attention to children’s emotional development in Canadian schools is often presented as a very recent concern. In fact, competing conceptions of students’ emotional well-being informed educational discourses throughout the twentieth century. This article examines educators’ changing ideals regarding good citizenship, particularly the affective attributes or expressions attached to those ideals, and argues that educational discourse has shifted from an emphasis on creating citizens with a “disciplined intelligence” to promoting a “culture of care.” The first half of the twentieth century witnessed the melding of a nineteenth-century Anglo-Christian moral imperative with a more modern emphasis on the search for personality. While this thrust lingered well into the century, educators increasingly embraced a culture of rights alongside evolving ideas about personality development from the 1950s to the 1980s. In the process, they prioritized self-expression or “self-actualization.” Beginning in the 1980s, educators transformed loose edicts about students’ personal fulfillment into more concrete pursuits of engaged pedagogy, active citizenship, and, increasingly, a “culture of care” within the classroom. In tracing these shifting emphases, this article highlights the need for critical analysis of the affective dimensions of education to better understand both the historic and current role of schools in shaping citizens.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.009 |
| Science and technology studies | 0.012 | 0.041 |
| Scholarly communication | 0.010 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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".