Bibliographic record
Abstract
This article examines the relationship between a “wounded” Mennonite identity, theological education, and mission in relation to questions being asked among members of the Mennonite Francophone Network today. From its sixteenth-century beginnings, Anabaptism bore the wounds of rejection, persecution, and marginalization. In some cases this led to a Mennonite mentality of separation and legalism. Nineteenth-century efforts to overcome the “wounds of sectarianism” and “spiritual drought” led to openness to Pietism and Evangelical Protestantism. In France, Switzerland, and North America, nineteenth-century beginnings of theological education were tied to renewal movements and interest in mission as a way of renewing an often ethnic Mennonite identity prone to formalism. This combination, plus the mission movement’s insistence on Protestant unity, led to a downplaying of a more specifically “Anabaptist” theological identity when new churches were born in Congo or Burkina Faso. Another means for renewing Mennonite identity has been through a return to sixteenth-century historical origins, which in the last half century has produced fruits in terms of a more Anabaptist missiology and a world-wide identity promoted by Mennonite World Conference. French-speaking Mennonites in Canada, Europe, and Africa are searching for theological education that will form leaders and congregations in a more positive Anabaptist identity, while at the same time assuming a conscious role in the larger context of a worldwide Christian family still too often divided.
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.014 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 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".