A quest for character: explaining the relationship between first nations teachings and "character education".
Bibliographic record
Abstract
Wholistic indigenous character education strategies can and should be integrated into the common curriculum. First Nations' perspectives on character education offer useful insights into positive character development, in relevant, (w)holistic ways that would enhance character education programs within our public school systems. A literature review explores both indigenous and non-indigenous dominant culture practices and resources from historical, cultural and pedagogical perspectives. Western cultural and traditional indigenous worldviews are compared and contrasted. Points of cultural contact and impact are also identified. The perspectives and experiences of four Aboriginal Elders and an Ojibwe playwright regarding character education issues are included as well as an inventory of Traditional First Nations Teaching Strategies. First Nations practices and philosophies are categorized in relation to Dr. John P. Miller's transformational, holistic education framework wherein six key areas of connections and teaching strategies are explored: (a) Analytic-Intuitive Thinking, (b) Body-Mind Connection, (c) Subject Connections, (d) Community Connections, (e) Earth Connections and (f) Self Connections.
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 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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.017 |
| Scholarly communication | 0.004 | 0.006 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".