American Hegelianism and its Impact Upon Indian Boarding School Policy
Bibliographic record
Abstract
Abstract In early 2021, a Canadian investigation revealed the discovery of over a thousand grave sites of indigenous children on the grounds of Indian residential schools across Canada. These discoveries prompted US Secretary of the Interior Deb Haaland to announce a similar investigation into the ongoing legacy and intergenerational impact of federally sponsored Indian boarding schools in the United States. In addition to documenting the legacy of abuse, neglect and dominance of indigenous peoples, we believe that such reflection upon the impact of Indian boarding schools should also include the justifications that were used to promote the government policy of compelling indigenous children to leave family, tribe, customs and even language behind to be acculturated in remote boarding schools far from home or reservation. For while in hindsight these policies can be both deplored and regretted, they were not crafted in a philosophical vacuum. Specifically, it might come as a surprise to scholars today that Hegelian thought actually featured in the support and promotion of such policies. We propose to tell at least part of this story, by focusing on the leading American Hegelian of the time, William Torrey Harris, who—as director of the famed Concord School of Philosophy and also longtime US Commissioner of Education—was highly influential in both philosophical and educational circles. In that latter capacity, Harris penned a defence of the boarding school system, which drew upon broadly Hegelian ideas and language. So while we have elsewhere defended and lauded Harris and the St Louis Hegelians for their contributions to American philosophy and democratic educational thought, here is one respect in which this influence has not stood up well to the test of time.
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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 | 0.008 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.016 | 0.055 |
| Scholarly communication | 0.010 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.003 | 0.008 |
| Insufficient payload (model declined to judge) | 0.005 | 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".