Lessons from the past to enlighten contemporary educational perspectives: uncovering private/free market and public/state-sponsored educational ideologies from ancient Greece to today
Bibliographic record
Abstract
This manuscript-style thesis compiles three papers engaging with different educational ideologies. Two of these papers explore the dominant educational ideologies in North America: state-sponsored education and free market education. The first of these papers explores the historical perspective on the balance between private (household) and public (state) rights in education through an analysis of the societies and educational system of the Ancient Greek city-states of Athens and Sparta. Furthermore, the work of the major philosophers of the time: Plato and Aristotle, are discussed in relation to the families, the states and the role of education. The second paper uses the historical perspective on Ancient Greece to reveal the underpinnings of the current private (free market) and public (state controlled) educational ideologies. Additionally, the paper depicts the ideal educational landscape of each ideology. This paper uncovers the deeper motives of each ideology to better understand the meaning and aims of free market and state-sponsored education. The third paper presents a case-study exploring the factors that pushed a trio of teachers to leave the state-sponsored education system to create an alternative school in Montréal, Québec. Through the voices of the teachers, this case-study explores the tensions between the Québec sponsored education system and the student-centered ideology of the educators. Moreover, the case-study highlights the influence brought about by the teachers’ previous experiences in public schools and the impact it has on the design of their new alternative school. The project also calls to attention the risks associated with recreating similar working conditions in their new environment
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 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".