Of the making of one book: contemporary introductions to Judaism
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
This article discusses some of the major issues inherent in introductory courses in Judaism through an examination of seven books that were written to serve as textbooks for such a course. The seven authors surveyed are Jews who are writing about their own religious tradition as insiders, and their books are to some extent expressions of their particular orientations as Jews. It is clear to all the authors that one volume cannot by itself say everything that needs to be said about a complex religious tradition thousands of years in the making. One important commonality is their emphasis on the relationship of Judaism to Christianity. This aspect of the presentation of Judaism bespeaks the Christian (or post-Christian) nature of the English-speaking societies for which the textbooks have been created. As well, it reminds us of the imposed nature of the term ‘Judaism’ to describe the religious expression of Jews. While their approaches to the manifold historical and contemporary meanings of Judaism vary considerably, all of them are engaged in a balancing act that seeks to convey the complex historical heritage of the Jews along with other criteria more common in the study of religions, such as beliefs and rituals.
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 | 0.000 | 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 | 0.000 |
| 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