Bibliographic record
Abstract
aldwin and Preti have put together a very nice book which gives us G. E. Moore’s 1897 and 1898 Trinity College dissertations and an informative look at the historical context in which they were written. This story—including information about Moore’s early life, the philosophical influences at Cambridge and a critical commentary on his dissertations and readers’ reports— is clearly and carefully presented in their 78-page introduction. The book is a valuable addition to the history of analytic philosophy and will be of special interest to Moore (and Russell) scholars and to historians generally who wish to know more about the genesis of the ideas shaping the new analytic philosophy at the end of the century. Moore entered Trinity in 1892 to study classics. There he met Russell (who was in his third year) and took his advice to study philosophy in his last two years and take his final exams (Tripos, Part ii) in both disciplines, which he did successfully in 1896. And like Russell—who had won a Trinity prize fellowship in 1895 (with a dissertation on the foundations of geometry) only one year after his graduation—he submitted a dissertation (1897) in hopes of winning a prize fellowship. Moore’s first attempt failed, but his 1898 version was successful. And not only did the success of the 1898 dissertation launch Moore’s career as a professional philosopher, it also paved the way for the new analytic philosophy of the next century. Moore’s dissertations and his Trinity examiners’ reports (by Caird, Sidgwick, Ward and Bosanquet) are fascinating reading, and it’s a great convenience to have them handy in a single volume. But the editors deserve special
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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 | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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".