ILLITERACY AND LITERACY IN EUROPEAN EDUCATIONAL HISTORY: FROM SOCIAL CHALLENGE TO CULTURAL RECONSTRUCTION
Bibliographic record
Abstract
The study of illiteracy and literacy within European educational history highlights key developments and the ever-evolving challenges that shape educational policies, while also revealing the complex nature of illiteracy in contemporary society. The need to adapt education to social, cultural, and technological transformations has led to the recognition of new forms of literacy that go beyond the traditional understanding of reading and writing skills, expanding the competencies required for full participation in a constantly evolving society. Since the early decades of the 20th century, education in Europe has recognized that illiteracy is not limited to basic reading and writing abilities but is closely linked to social and cultural inequalities that restrict access to educational opportunities and active participation in social life. The ongoing progress in EU educational policies aimed at promoting social inclusion and universal education demonstrates positive steps being taken; however, disparities remain pronounced and call for new strategies to address them. Education is thus called upon to act as a tool for cultural recognition and social inclusion, fostering critical thinking and active citizenship. In the 21st century, the need for intercultural awareness and the ongoing advancement of technological developments emerges as critical factors in the development of all forms of literacy. Despite significant progress, structural contradictions persist, underscoring the need for social, political, and cultural transformations in educational policy to ensure genuine inclusion and equality for all citizens. This article examines the strategies developed in different historical periods to combat illiteracy and enhance literacy, focusing on social inclusion and the overcoming of barriers arising from cultural and social differences, while also highlighting the difficulty of eliminating structural inequalities that persist within European educational models.
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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 | 0.005 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.006 | 0.005 |
| Science and technology studies | 0.008 | 0.036 |
| Scholarly communication | 0.010 | 0.007 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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".