Bibliographic record
Abstract
Challenging Liberalism, Feminism as Political Critique , Lisa H. Schwartzman, University Park PA: University of Pennsylvania Press, 2006, pp. 210. Lisa Schwartzman's Challenging Liberalism begins with the observation that equality, autonomy and individual rights are the foundation of many feminists' political demands. In this way liberalism has facilitated women's struggle for equality, from the acquisition of the suffrage to abortion rights. At the same time, however, liberal principles are also sometimes used in ways that are troubling to feminists. Freedom of expression, for example, can be understood to protect an individual's right to engage in racist hate speech or produce violent pornography. Schwartzman's goal is to examine why, from a feminist perspective, liberal concepts function in such a contradictory way and to offer a feminist reconsideration of liberalism. She contends that such a reformulation would not only be more consistent with liberalism itself, but also that it would be a more effective way for women, and perhaps all individuals whose political demands group them as a “class of persons,” to address their political demands. Schwartzman's work is engaging, and her discussion of other theorists who have addressed these questions is thoughtful and detailed. The strength of these chapters is such that one wishes she had more fully developed her conclusions.
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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 | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.007 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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; both teacher heads agree on what is shown here.
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".