Bibliographic record
Abstract
L’Acadie contemporaine est souvent interprétée sous l’angle de la rupture et synthétisée par le découpage binaire tradition-modernité. Cette lecture statique et manichéenne oppose, en définitive, le catholicisme prétendument régressif de la première moitié du 20e siècle au libéralisme progressiste des années 1960. Pourtant, le changement social n’est-il pas un long processus ? Est-ce fantaisiste de penser, de façon continue, que le religieux omniprésent du début du siècle n’a pas été monolithique et qu’ont pu y germer les fondements idéologiques des mobilisations acadiennes ? Partant d’une étude fouillée et détaillée des mouvements étudiants et d’Action catholique en Acadie, paradoxalement méconnus, et tenant compte de leur importance, Philippe Volpé nous invite à réfléchir à ces questions. De l’Association catholique de la jeunesse acadienne aux syndicats étudiants des années 1960, en passant par la Jeunesse étudiante catholique, l’auteur nous fait découvrir des acteurs et des mouvements qui, pendant un demi-siècle, ont contribué au développement de la petite société acadienne. Entre la jeunesse et la vie adulte, l’Action catholique et l’Action nationale, le social et le politique, l’universalisme et le nationalisme, l’enceinte collégiale et la société civile, l’Acadie et le Canada français, cette étude nous mène « à la frontière des mondes », soit au carrefour de tensions et de débats qui rendent compte des itinéraires, des idées et des programmes ; bref, des intentions primordiales qui ont animé de nombreux acteurs sociaux en Acadie durant la première moitié du 20e siècle. Il en découle un récit original qui propose une relecture étonnante des paramètres de compréhension de l’Acadie contemporaine. Publié en français. ; Contemporary Acadia is often construed from the point of view of rupture and summed up by the binary division of tradition and modernity. This Manichean and static interpretation ultimately sets the supposedly regressive Catholicism of the first half of the twentieth century against the progressive liberalism of the 1960s. But is social change not a lengthy process? Is it far-fetched to assume that religion, omnipresent at the beginning of the twentieth century, was not monolithic and that the ideological foundations of Acadian mobilization were able to blossom within? Building on meticulous and detailed studies of student and Catholic Action movements in Acadia, which are ironically not well known, and taking into account their importance, Philippe Volpé invites the reader to ponder these very questions. From the Association catholique de la jeunesse acadienne, to student unions of the 1960s, to the Jeunesse étudiante catholique, the author presents the players and movements that contributed to the development of the small Acadian society for half a century. Between youth and adult life, Catholic Action and National Action, the social and the political, universalism and nationalism, the college campus and civil society, Acadia and French Canada, this work transports us to the edge of these worlds, to tensions and debates on history, ideas, and programs. In short, it introduces the primordial intentions that have motivated the societal stakeholders in Acadia during the first half of the twentieth century. The result is an original account, which proposes an astonishing rereading of the parameters that help us understand contemporary Acadia. Published in French.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.993 | 0.999 |
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; both teacher heads agree on what is shown here.
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".