Дзяржаўная палітыка Расійскай імперыі ў дачыненні да ідэалагічнай накіраванасці гістарычнай адукацыі Беларусі ў апошняй чвэрці XIX – першай чвэрці XX стст.
Bibliographic record
Abstract
Раскрываюцца канцэптуальныя асновы інтэрпрэтацыі гісторыі Беларусі і паказана эвалюцыя \nдзяржаўнай палітыкі Расійскай Імперыі ў дачыненні да ідэалагічнай накіраванасці гістарычнай адукацыі \nПаўночна-Заходняга краю ў апошняй чвэрці XIX – першай чвэрці XX стст. Разглядаюцца гісторыка-ідэалагічныя \nканцэпцыі: заходнерусізм, тэорыя краёвасці, беларуская нацыянальная ідэя. Аналізуецца дзяржаўная палітыка \nў дачыненні да вучэбнай літаратуры, прызначанай для пачатковых і сярэдніх навучальных устаноў. Адлюстраванне гісторыі Беларусі ў вучэбна-гістарычнай літаратуры разглядаецца па крытэрыі гісторыка-ідэалагічнага \nстаўлення яе аўтараў да прызнання або не прызнання гістарычнай і дзяржаваўтваральнай суб’ектнасці беларускага народа. Вызначаны канцэпцыі, якія адмаўлялі гістарычнасць і дзяржаваўтваральную суб’ектнасць беларусаў і тыя канцэпцыі, якія яе сцвярджалі.= The article is devoted to the conceptual foundations of the interpretation of the history of Belarus and to identify \nthe evolution of state policy of the Russian Empire against the ideological orientation of historical education of the \nNorthwest territory in the last quarter of the XIX – first quarter XX centuries. The article considers historical and \nideological concepts: Western Russianism, the theory of regional development, the Belarusian national idea. The article \nanalyzes the state policy on educational literature intended for primary and secondary educational institutions. The \nreflection of the history of Belarus in educational and historical literature is considered by the criterion of the historical \nand ideological attitude of its authors to the recognition or non-recognition of the historical and state-forming subjectivity of the Belarusian people. The concepts that denied the historicity and state-forming subjectivity of Belarusians and those \nthat claimed it were revealed.
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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 | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.004 | 0.005 |
| Scholarly communication | 0.011 | 0.006 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.082 | 0.035 |
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".