Bibliographic record
Abstract
The suitability of a new philosophical paradigm for geography needs to be assessed in the context of the questions it was designed to address and on the basis of clearly articulated criteria. Postmodernism, the latest contender for the attention of geographers, is here assessed in relation to Collingwoodian idealism. As an intellectual movement postmodernism arose in the unique circumstances of academic life in post Second World War France. In this rigidly structured academic environment a new generation of French scholars, well schooled in the philosophies of Hegel, Husserl and Heidegger and the ideas of Marx and Freud, discovered the radical nineteenth century German philosopher Friedrich Nietzsche and drew upon his ethical and philosophical writings to address contemporary issues of power, knowledge, truth and modernity. All the central anti-humanist ideas of what was to become postmodernism are to be found in Nietzsche: a distrust of science and knowledge truth claims, the notion of multiple interpretations and the subordination of knowledge to power. This situated knowledge, set in the traditions of Continental thought, is not easily incorporated into the empiricist philosophies that have hitherto defined the mainstream of Anglo-American science and humanist scholarship including geography. Geographers need to retain a commitment to the foundational value of science, recognize human agency in the form of the conscious, thinking individual, and continue to affirm the empirical nature of human geographical research.
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.
How this classification was reachedexpand
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 | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".