Learned Women, “Leftover” Women, and “The Third Sex” Women's Learning in the Confucian Tradition and Contemporary China
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract This paper investigates women's learning experiences in the Confucian tradition and the social dismay and stigma associated with them. Despite being considered a meta-virtue in the Confucian tradition, learning becomes rather complex when women are the learners. It is viewed by learned women as a curse rather than a blessing in pre-modern China; it is associated with the stigma of “leftover women” and “the third sex” in contemporary China. Based on an examination of works written by women thinkers, I argue that the asymmetry in social recognition for men's and women's learning is rooted in the social and family structure of nei (in) and wai (out), which does not assign sufficient cultural and moral significance to learning achieved in the nei domain nor permit its continuous and accumulative existence. I propose two preliminary steps to rectify the issue of the lack of social and moral recognition of women's learning: first, a reforming of the nei and wai structure to allow assigning more moral, cultural, and normative significance to affairs in the nei domain. Second, re-examine and utilize classical Confucian texts such as the Mencius and later works by women writers to support and guide such reformations.
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.
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 | 0.002 | 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 it