Fostering Wisdom in Youth through Moral Education in a Bahá’í-inspired School
Bibliographic record
Abstract
This article reports a focused ethnographical study that examined the practices of an independent Bahá’í-inspired school that aspires to deliberately foster students’ acquisition of wisdom as well as their capacity to be moral citizens who will contribute to the common good. The school’s starting point is a Bahá’í belief that all humans have an innate potential for developing wise thinking and noble dispositions. Its key strategy is the deliberate use of an ethos-driven moral curriculum framed by nineteen moral capabilities designed to promote a deep understanding amongst staff and students of moral and prosocial thought and action. The aim is twofold: to enable students to develop wise thinking and noble behavior, and to equip them to contribute to the positive transformation of society. Drawing on the first author’s sustained dialogue with the school leadership and immersive observation of the school’s life world, this study explores the means used to advance these aims, and draws some preliminary conclusions about their effect. It finds that the day-to-day practices through which the nineteen moral capabilities framework is operationalized do incrementally transform students by fostering their wise thinking and moral action.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.010 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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".