Public Learning and Private Learners: The Separation of Public and Private in Renaissance Literature and Pedagogy
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Although Michael McKeon’s The Secret History of Domesticity is both a major achievement in public sphere theory and builds a major bridge between studies of the Restoration and the Renaissance, it also suggests a further examination of evidence from before the civil wars. While the opening chapter considers the pre‐16th‐century developments of privacy in politics, economics and religion, the book’s literary and cultural evidence focuses overwhelmingly on the 17th and 18th centuries. Taking the topic of education as the main point of departure, this article argues that the conceptual separation of public and private can be seen in Tudor evidence such as Richard Mulcaster’s pedagogy manual, Positions (1581), Dudley Fenner’s Artes of Logike and Rhethorike (1584) and even in the statutes of London’s Gresham College (1596). Although the language of public and private in these texts is inchoate and provisional, these Elizabethan educational texts also participate in what McKeon identifies as the emergence of the modern categories of publicity and privacy.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it