Bibliographic record
Abstract
This book contains six essays presented at an international conferenceentitled “Beyond Violence: Religious Sources of Social Transformation.” It brings together academic and activist Jews, Christians, and Muslims toexplore the potential of each religious tradition as a source of peaceful socialtransformation. The book thus problematizes the assumption that violence isminimized by excluding religion from public life.The book appropriately opens with Charles Taylor’s (McGill University)paper, which draws heavily on the thoughts of French philosopher ReneGirard Violence and the Sacred (Baltimore: The Johns Hopkins UniversityPress: 1979). Taylor explores the modes of transition of violence from purifyingkilling with metaphysical roots to political “categorical violence,”which makes ethnic cleansing possible. He gives a tripartite solution to violence:building ordered democratic polities that are likely to be less violent,spreading the benefits of such a society widely to prevent the formation ofdesperate excluded groups, and denouncing the self-righteous reconstitutionof violence for revenge by those who have suffered. These first two solutionsinvolve political and economic correctives at the governmental level,which may not hold true in the face of evidence. For example, violencecould be caused by a most democratic polity that finds no incentive to spreadits benefits, even to the most desperate of its own people. Taylor’s third solution,however, can resonate on a very personal level with many who, as aresult of suffering, feel entitled to revenge. It is forgiveness, he argues, anda recognition of a common, flawed humanity that may suppress the madnessof revenge and violent categorization (pp. 38-40) ...
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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 | 0.001 |
| 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".