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Record W4388174936 · doi:10.25071/1916-4467.16856

The Core of Art—Making Special

2003· article· en· W4388174936 on OpenAlexvenueaboutno aff
Ellen Dissanayake

Bibliographic record

VenueJournal of the Canadian Association for Curriculum Studies · 2003
Typearticle
Languageen
FieldArts and Humanities
TopicArt Education and Development
Canadian institutionsnot available
Fundersnot available
KeywordsCore (optical fiber)CurriculumFeature (linguistics)Core curriculumSociologyWork (physics)Curriculum studiesEpistemologyEngineering ethicsAestheticsPedagogyArtPhilosophyComputer scienceLinguisticsEngineeringTelecommunications

Abstract

fetched live from OpenAlex

When contemporary philosophers of art make the radical and rather astonishing statement that art has existed for only two centuries, 1 they are referring to the insufficiently appreciated fact that the abstract concept "art" is a construction of Western culture and in fact has a discernible historical origin. 2 It was only in the late eighteenth century-in Enlightenment England and Germany-and subsequently, that the subject of aesthetics was named and developed, that "the aesthetic" came to be regarded as a distinctive kind of experience, and that an art world of academies, museums, galleries, dealers, critics, journals, and scholars arose to address a type of human artifact that was made primarily and often specifically for acquisition and display.At the same time, ideas of genius, creative imagination, self-expression, originality, communication, and emotion, having originated in other contexts, became increasingly and even primarily or exclusively associated with the subject of "art."(see Chapter 7) The concepts "primitive" and "natural" that I referred to

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 machine prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.004
metaresearch head score (Gemma)0.008
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Other · Consensus signal: Other
Teacher disagreement score0.047
Threshold uncertainty score0.157

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0040.008
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0020.001
Science and technology studies0.0130.022
Scholarly communication0.0190.013
Open science0.0010.008
Research integrity0.0030.005
Insufficient payload (model declined to judge)0.0470.007

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.

Opus teacher head0.048
GPT teacher head0.287
Teacher spread0.239 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreOther

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".

Quick stats

Citations16
Published2003
Admission routes2
Has abstractyes

Explore more

Same venueJournal of the Canadian Association for Curriculum Studies→Same topicArt Education and Development→French-language works237,207→