Discipline and Development: Structures of discipline in Ontario education and the struggle for the soul
Bibliographic record
Abstract
In Ontario, and in Canada, a culture of acquisition is influential in many\naspects of society. This culture is pervasive enough to distort social values so that institutions and individuals come to accept the culture of acquisition and to make formal policies that in effect serve to foster and advance the values of that culture. The values of the culture of acquisition are material and often monetary in nature and hinder the process of self-actualization. The schooling system in Ontario is not immune from this influence. Education policy reflects the influence of the culture of acquisition and the rhetoric used to justify it demonstrates a kind of blindness to the long term effects of its influence on students, teachers and society.\nIn this work, it is assumed that the process of self actualization is a naturally innate capacity, revealed in the work of Maslow and Neill, essential to healthy socialization. Education, as a social-political activity, serves to both build and maintain cultural values. Teachers are in a position, still, to give their students the critical thinking skills needed to evaluate cultural influences which may harm or help them in their process of becoming and so can give them the ability to choose paths that lead away from the culture of acquisition and toward self-actualization within the balance of the soul.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".