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Encomium for April Shelford's A Caribbean Enlightenment

2025· article· en· W7126775820 sur OpenAlexaff
Brian Cowan

Notice bibliographique

RevueIndiana Magazine of History (Indiana University) · 2025
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueCaribbean history, culture, and politics
Établissements canadiensMcGill University
Organismes subventionnairesnon disponible
Mots-clésEnlightenmentChristianityChinaWest indies
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

It is all there in the title: this is a book about the eighteenth-century Caribbean and it is about the Enlightenment.To my mind, the greatness of this book lies in the way in which it sheds new light on both topics.It also shows that Caribbean history and the history of the Enlightenment can illuminate one another.To begin with the Enlightenment: the book starts off by proposing a new way of thinking about what 'the Enlightenment' was.And it insists that the Enlightenment was real, and was a lived experience of eighteenth-century people, contra J.C.D. Clark, who has recently argued that the Enlightenment didn't exist in the 18th century and had to wait another century for historians to give it a name. 1 Just as Samuel Johnson refuted George Berkeley's immaterialism by kicking a large stone and saying 'I refute it thus!',Shelford refutes historiographic nominalists like Clark by writing a book all about the 'enlightened' activities of 18th-century people and refutes him thus.She sees the Enlightenment as characterised by three things, all of them starting with an 'A'.Shelford's three As are: attitude, approach, and activities.Attitudes included a sense of intellectual rights and responsibilities -an assertion of the right to think for oneself (and to improve oneself through knowledge and the quest for new understandings) as well as the responsibility to strive for improvement 'personal and social, moral and physical' (3).Approaches included curiosity above all (perhaps thus an offshoot of an earlier renaissance valorization and appreciation for curiosity) and an assumption that the world around us is 'intelligible' (i.e., understandable) -not necessarily rational, but intelligible either through reason or through empathy (feeling; sensibility).And activities included all of the things that Shelford's subjects did: collecting, networking, reading, writing, experimenting, conversing, observing, publishing, socializing, and organizing.All told, we are left with a perspective on the Enlightenment as a lived experience.Enlightenment wasn't a set of prescribed beliefs or an ideological program: it was a way of life.And it was a way of life that people in the colonial Caribbean experienced.This is important because the Caribbean had been considered for quite some time to be on the margins of the European eighteenth century and especially marginal to the Enlightenment.Who was the Caribbean Voltaire, Hume or Rousseau?One might ask.But a reader of Shelford's book will quickly realize that this is une question mal posée.We should not seek Enlightenment in the works of great men, or great intellectuals, but rather in the actions of otherwise ordinary individuals.There may not have been a 'Caribbean Voltaire', but there was, she informs us, an enslaved person named 'Voltaire' in eighteenth-century Jamaica.Of course, the eighteenth-century Caribbean was far from an ordinary environment, as eighteenth-century scholars have increasingly recognized in the twenty-first century.The Caribbean was, above all, a slave society.By this, historians mean that the entire social order of the Caribbean was dominated by the fact that the vast majority of the people who lived there were enslaved.The wealth generated by enslaved labour was substantial, and it is increasingly recognized that the grandeur of the age of Enlightenment depended upon the work of people who were forced to do it, and who gained little credit for their efforts.Arguments that were once seen

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 enseignants

Ni 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.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesMéta-épidémiologie (sens strict)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: aucune
GenreSignal candidat: Autre · Signal consensuel: aucune
Score de désaccord entre enseignants0,514
Score d'incertitude au seuil1,000

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0010,001
Études des sciences et des technologies0,0010,001
Communication savante0,0000,000
Science ouverte0,0010,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

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.

Tête enseignante Opus0,017
Tête enseignante GPT0,240
Écart entre enseignants0,222 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_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 découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeSans objet
Domainenon disponible
GenreAutre

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2025
Routes d'admission1
Résumé présentoui

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