Bibliographic record
Abstract
Humanism was the major intellectual movement of the Renaissance. In the opinion of the majority of scholars, it began in late-14th-century Italy, came to maturity in the 15th century, and spread to the rest of Europe after the middle of that century. Humanism then became the dominant intellectual movement in Europe in the 16th century. Proponents of humanism believed that a body of learning, humanistic studies (studia humanitatis), consisting of the study and imitation of the classical culture of ancient Rome and Greece, would produce a cultural rebirth after what they saw as the decadent and “barbarous” learning of the Middle Ages. It was a self-fulfilling faith. Under the influence and inspiration of the classics, humanists developed a new rhetoric and new learning. Some scholars also argue that humanism articulated new moral and civic perspectives and values offering guidance in life. Humanism transcended the differences between the Protestant and Catholic Reformations, as leaders of both religious movements studied and used the ancient Latin and Greek classics. Because of the vast importance and broad scope of humanism, it is not surprising that scholars have studied it intensively and view it in different ways. This article provides a sampling of some of the best and most influential scholarship on the subject and demonstrates the broad impact of humanism in the era of the Renaissance and Reformation.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".