“Creative Anthropology” as a Unit for Knowing: Epistemic Object and Experimental System in Research-Creation “in” Clay
Bibliographic record
Abstract
This essay takes advantage of the current context of superdiversity to define a form of hybrid heuristics between North American anthropology and research-creation “in” the arts. In an attempt to alleviate the epistemological disaster described by Gregory Bateson as the loss of the unity of the biosphere and humanity, I position myself within a nomothetic perspective of Boasian anthropology and a postqualitative approach to research-creation. My research-creation proposes clay as an epistemic object and develops a creative methodology in the form of an experimental system that borrows from the following two types of change observable in living organisms: static and schismatic changes. The artistic activities, presented as two heuristic cycles, seek to broaden the self-reflexivity inherent in the use of clay by human groups. They provoke decentring leading to a loss of control where a new identity has to be defined. This reveals itself in terms of system thinking as the reconstruction of a new reality that is defined neither entirely by my artistic practice nor entirely by my theoretical framework derived from anthropology. It is a “place of passage” between both. It is a new identity that can be defined by the “change of change” that I call “creative anthropology”. This transdisciplinary approach introduces a “second glance” into anthropological research and opens up breaches through research-creation. It works to develop new narratives and test posthumanism in the field of my artistic practice.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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".