Bibliographic record
Abstract
Church services during school hours are a controversial practice in Norway. In Norwegian public debate various actors regularly call for a ban of the practice. Nonetheless, there is a broad political consensus in the Norwegian Parliament to facilitate them. Unlike previous research on Norwegian church services for school children, this article discusses the practice as an expression of a particular politics of religion within the framework of various models for politics of religion. Within a Norwegian context church services during school hours should be understood as a consequence of the establishment model, which can be considered as an ideal type for how the Norwegian state facilitates religion by granting certain privileges to one single church that, according to the constitution, must be established and economically sustained. Within this model, there is clearly room to implement more thoroughly a fundamental distinction between religious practice and secular education. A political dismantling of school religious services could be inspired by a separation model. Nevertheless, there may be good reasons to expand rather than prohibit the practice. If the Norwegian state moved away from the establishment model towards the pluralism model, Norwegian schools could more actively have facilitated the celebration of religious holidays by children from different faith communities during school hours and not just one of them. In either case, the facilitation should be based on a fundamental separation between state and religion. Key words: Politics of religion, church services during school hours, religious education, inclusion, human rights
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.002 |
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".