Bibliographic record
Abstract
For Cavell, American transcendentalism and film share the capacity to provide an education in taking an interest in one’s experience. The results of such interest are for him ultimately political, allowing for self-cultivation and hence for mutual progress; an aspiration both romantic and liberal. However, the meeting of an experiential focus with political hopes extends beyond Cavell, and the wider fact of this convergence allows us to conceive his project as part of a broader milieu. One way to think Cavell historically is to consider some of the contexts in which his voice was forged. Although he sometimes alludes to it, we don’t readily associate Cavell with 1960s radicalism, the counterculture, or the New Left. His sensibility and concerns seem more abstract than this, and operate on other planes than activism or polemic. His voice also unmistakably belongs to both a disciplinary training in philosophy (specifically, a 1950s analytic context) and to an earlier generation. Yet granting the unmistakable significance of these, we can still observe that despite his originality, and his anomalousness as an analytic philosopher, Cavell is not an a-contextual voice in American letters. He is not alone in exploring the value of attention to (American) experience as a resource for improvement, a fact to which he himself draws notice. Further, he anticipates certain developments in our critical present centred around the possibilities for a tone of hope and optimism with more than personal implications.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.001 |
| 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".