The Angst of the Everyday: Using Narrative to Provoke an Affective Understanding of Adolescence
Bibliographic record
Abstract
This paper is written as a reflection on an interdisciplinary course I have recently taught on adolescence. I begin by noting the difficulties of negotiating theoretical claims and disciplinary insights about adolescence with a more embodied understanding of how it feels to be an adolescent, which, I argue, helps to humanize and enrich discussions and debates over the parameters of adolescent experience. I describe two narratives that served as springboards for deeper affective considerations of adolescent experience in my course: Paul Feig's Freaks and Geeks (1999) and Alice Munro's series of short stories, The Lives of Girls and Women (1971). I conclude with a brief commentary on narrative ethics, which helps me contemplate the ways in which imaginative narrative is a strong addition to an interdisciplinary study course. I am an Assistant Professor who teaches in an interdisciplinary program, and during this past academic year I created and taught an interdisciplinary seminar course on adolescence. The primary work of this course was to encounter adolescents in some usual and unlikely places: in various academic disciplines such as psychology, sociology, and history; in personal places such
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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 | 0.000 | 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 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".