Bibliographic record
Abstract
Abstract Education, shaping the character and the convictions of the young, has always been a concern of Christians, and church leaders have sought through exhortation and through creating schools to ensure its provision. With the Reformation, this became an urgent task because of a focus, among Protestants, on the ability to read the Bible and a flood of publications by Luther, Calvin, and other leaders. There was a corresponding concern by Catholic leaders, in areas of religious rivalry, to solidify their support, leading to the formation of religious teaching orders. The primary focus of this chapter, however, is upon the last two hundred years, when governments, through laws and policies, have used schooling for nation-building and when the creation of loyal citizens either fostered or conflicted with the Christian mission and character of schools. In such cases as Germany, the United Kingdom, Canada, and Scandinavia the respective educational goals of governments and churches involved generally fruitful collaboration. Elsewhere, such as the Netherlands, Belgium, Mexico, and Spain, periods of intense conflict were followed by compromise. In yet other countries, such as France and the United States, deeply ideological differences over schooling led to continuing political and legal conflicts and recent efforts to find ground for principled pluralism in education. While this chapter cannot discuss the details of how law in these and other countries has addressed the competing educational goals of governments and churches, it presents key examples and principles for consideration.
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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 | 0.000 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".