JESSICA ROSENFELD. Ethics and Enjoyment in Late Medieval Poetry: Love after Aristotle.
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
What I especially like about Ethics and Enjoyment in Late Medieval Poetry is the way it participates in the retrieval of philosophy from what existentialist William Barrett once called its déformation professionnelle. Jessica Rosenfeld sets out to tell the story of the impact of the translation of Aristotle for medieval English love literature. The influence of Aristotle has been something of a trope in medieval cultural studies for many years now, signalling inter alia embodiment, contingency, this-worldliness. To this discourse Rosenfeld makes a nuanced, ambitious, and impressive contribution, though one that is theologically unsatisfactory. It is still necessary, it seems, to make the case that medieval literature concerned itself with ethical problems. Rosenfeld reviews the evidence showing how medieval writers and readers did not consider the worlds of philosophy and literature to be two solitudes; ethical issues contributed significantly to their interconnectedness. She effectively uses the Roman de la Rose both as a starting point for her narrative of changes in the literary treatment of love (a quite common strategy in histories of this kind) and as a site (at once literary and geographical) that draws the worlds of philosophy and literature even closer together.
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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 | 0.001 |
| 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