Bibliographic record
Abstract
While there was an Arab revivalism in the last decades of the nineteenth century against both the Ottoman legacy and the colonial onslaught, the actual impact of the revivalists was limited to endeavours to combat colonial discourse and to consolidate the use of the Arabic language through educational institutions and the reprinting of classical texts like the ones edited by Shaykh Muḥsammad ‘Abdu (d. 1905). On a general and more practical level, the elite, including the military officers who were trained in Istanbul, were more receptive to a European model of a nation state with lip service to Arab culture and Islam. The absence in educational institutions – and even among writers and clerics who were dubbed as ‘religious mendicants’ by Lloyd – of a thorough engagement with the sacred in one’s culture, including religious thought, and classical or Qur’ānic rhetoric, is very conspicuous. This absence clears the ground for a counter-Europeanized outlook and undertaking manifested in the pervasive elitist reception of the European Enlightenment discourse, especially its landmarks in philosophy, sociology and education, such as Herbert Spencer’s On Education (translated in 1908), John Stuart Mill’s On Liberty , Darwin’s Origin of Species and hundreds of books in different fields of knowledge. The Turco-Albanian Egyptian ruler Muḥammad ‘Ali had already established the School of Languages, Madrasat al-alsun (1835), for this purpose. His project must not be seen as limited to Egypt, because he and, especially, his son Ibrahim worked and fought for an Arab empire with a centre in Cairo, as his conquests in Arabia and Syria demonstrate.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.009 | 0.015 |
| Scholarly communication | 0.009 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".