Notice bibliographique
Résumé
Is critique adversarial argument?This question is difficult to answer given different perspectives on what constitutes genuinely instructive versus argumentative discourse, appreciative reading versus strategic dismantling.Undoubtedly, in any particular case such distinctions would depend upon the point of views of the reader and read, the corrector and the corrected, who might not always agree and reasonably differ as to whose communication was in or out of line.Given this ambiguity, one is tempted at the outset to modify the question into a weaker form: For whom, if anyone, could critique be considered adversarial and argumentative?The answer to the weaker question might be less ambiguous: well, if one has stakes as a power holder and is a witting or unwitting advocate of "the dominant paradigm," then critique is perceived to be a challenge, an affront, a claim to rectify historic injustices-and therefore, a power holder would dub critique adversarial and argumentative.On the other hand, those essaying a critique might claim that the felt defensiveness is simply pressure-a realization that arises when the hypocrisy of exclusionary, hierarchical, vested interest.The perception of argumentativeness is what happens when the partiality an alleged universal belief or method is exposed to proper identification.Notice the incipient standoff here.If adversarial practices are part of the dominant paradigm, indeed if argumentation itself is a strategy of force, rationalization, hierarchy and so forth, and if critique could legitimately be construed as creating pressure, confrontation, and argumentative force-by any person or group, then one might inquire as to the differentia between "the dominant paradigm" and the novel, libratory space of cooperative reasoning.As this line of reasoning goes, one might foresee an infinite regress of tu quoque's concerning who is more or less straightforwardly adversarial or cooperative than thou.The reason that the above answer to the question leads to such a regress is that the modified question misunderstands critique, holding critique, which is I think a purely negative arc of widening criticism, to the standards of a productionist view of argumentation.In a productionist world, arguments must yield true claims through proof, or rationalize beliefs by critical testing, or convince audiences through persuasion.Whether the products of critical thinking, informal logic, or rhetoric be true belief, justified conviction or deliberated action, arguments are such because reasons and claims are productively connected.Adversarial argument is a special case of this process: a kind of critical testing set within--or invited by--a certain style, for a, relationship or procedure that channels or frames oppositional thinking, writing and speaking.Critique does not fall comfortably within productionist assumptions (although it plays with some of our common expectations about reasoning).I would like to examine feminist critique per se, explicating Professor Rooney's work to show why (1991, 2002, 2003).Feminist critiques raise to awareness the pervasiveness, significance and harmfulness of the ways differences have been handled throughout time and across cultures, societies, institutions, and individuals.Specifically, critique exposes those practices which appear to float
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».