The Impact of Vatican II on Catholic Religious Secondary Education in the Province of Ontario
Bibliographic record
Abstract
This thesis examines the impact of Vatican II on secondary religious education in Ontario. In order to understand this impact, pre-Vatican II secondary religious education is analysed beginning with the role of the papacy and the eventual imposition of Neo-Thomism on Catholic schools. The conditions of reception for the reforms of Vatican II, in particular for the Declaration on Christian Education, are also examined. During the long sixties secondary religious education experienced a fundamental shift as both the pre-Vatican II approach to education and the dominant theology of Neo-Thomism were abandoned. Influenced by both the Vatican II reforms and the conditions of reception, secondary religious education shifted from an objective, content-driven approach to a subjective approach that focused on the inner transformation of the individual and the establishment of a Christian community within the school. By the late 1970s, an effort was made to establish a balance between these two approaches as Catholic schools struggled to deal with the pervasive influence of secularism and the collapse of the Catholic classicist culture. This thesis proposes a new curricular framework aimed at achieving this balance.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.003 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 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".