Liberal Education, Civic Education, and the Canadian Regime
Bibliographic record
Abstract
Shortly after Canadian confederation, Thomas D'Arcy McGee proclaimed that education was "an essential condition of our political independence" and that its role was to form citizens for the new regime. Comparing this idea of education for citizenship, or civic education, to the modern goals of education, Liberal Education, Civic Education, and the Canadian Regime explores the founders' principles, their sources, and the challenges that threaten their vision for Canada. The collection's first essays analyze the political thought of early Canadians such as Brown, McGee, Ryerson, and Bourinot, while later chapters examine enduring principles of liberal democracy derived from Aristotle, de Tocqueville, and Hobbes. The final chapters bring the discussion forward to such topics as the decline of Canadian Catholic liberal arts colleges and the emerging role of our Supreme Court as a self-appointed "moral tutor." Moreover, as it deals with the changing roles of universities in contemporary Canada, Liberal Education, Civic Education, and the Canadian Regime engages current debates about the value and place of a traditional liberal education and the consequences of turning our back on the concepts that inspired our founding leaders. Considering whether Canada’s early documents and traditions can revive past debates and shed light on contemporary issues, this highly original collection presents education as an essential condition of our independence and asks whether current educational principles are threatening Canadians’ capacity for self-government.
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.
How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".