Bibliographic record
Abstract
This article argues that the implications of the recent eclipse of the construct of the `primitive' for the practice of the human sciences have not been adequately pondered. It asks, therefore, why and how the myth of primitiveness has been sustained by the human sciences, and what purposes it has served for the modern West's self-understanding. To attempt to answer such a query, the article pursues two principal lines of inquiry. In order to appreciate what is potentially being lost, the space that may be closing up as a result of the death of the `primitive', the first part of the article strives to demonstrate the latter's significance for the self-critique of modern ways of thinking and acting by historiographically reconstructing its changing roles within and representations by the human sciences. In the second section, it is contended that the eclipse of primitiveness has created a potentially problematic situation for the human sciences, since the cross-cultural mode of critique cultivated through this myth risks being neglected in a post-`primitive' age. All in all, then, the article claims that continued engagement with cultural alterity is essential for the human sciences after primitiveness, and that such an engagement can be sustained by an understanding of the different ways in which the `primitive' has been defined and has functioned over the course of the modern era.
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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 | 0.001 | 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 | 0.004 | 0.010 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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".