EDUCATION AND SOCIETY: THE LACK OF PEDAGOGICAL PERSPECTIVE IN THE MODERN ERA
Bibliographic record
Abstract
This paper examines current trends in education, highlighting the need for a renewed pedagogical perspective that meets societal demands. It analyzes contemporary educational reality, which is dominated by the reproduction of knowledge and the development of technical skills at the expense of promoting values such as critical thinking and active participation. The study emphasizes the importance of recognizing and incorporating social, political, and historical parameters into the educational process. It underscores the necessity of a pedagogical theory that does not passively follow societal trends but instead takes on a guiding role in shaping values. Such an approach fosters democracy, social justice, and critical thinking. Additionally, it addresses skill development, emphasizing that it should go beyond technical competencies to empower students as responsible and critical citizens. Finally, the significance of embedding these principles into pedagogical theory is highlighted, ensuring it responds to the need for active and empowered citizens who contribute meaningfully to social change.
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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 | 0.011 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.009 | 0.063 |
| Scholarly communication | 0.021 | 0.024 |
| Open science | 0.001 | 0.009 |
| Research integrity | 0.008 | 0.011 |
| 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".