Planting Seeds: The Catholic Parish in the Religious Transmission Ecosystem
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Along with parents and schools, congregations are part of a “religious transmission ecosystem” with children. Using case study data with a Catholic parish in Canada, this article explores how this parish defines and approaches various roles and initiatives across the religious transmission ecosystem, along with its perceived and experienced obstacles and responses related to religious transmission. I argue that while parents are seen as the central socialization influence, with parishes and Catholic schools playing supportive roles, a perceived problem is that many parents along with teachers in Catholic schools are cultural Catholics. As a result, this parish seeks to reassert itself as the dominant socialization influence in the religious transmission ecosystem toward (re)socializing children and their parents and teachers. Despite best efforts to help with religious transmission, this parish has resigned itself to a “planting seeds” approach, in hopes that something takes root and grows for parents and their children. The confluence of macro- and micro-level factors beyond parish control alongside cultural assumptions and behaviors within the parish together yield weak starting points to set children and their parents on a trajectory for higher rates of Catholic religious transmission.
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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 | 0.012 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| 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 it