Bibliographic record
Abstract
Despite the many essays that provide instructive tracing of Carl Jung’s archetypes in Romantic literature (and elsewhere), critics have declined to examine the important implications and consequences of parallels between Jung’s theory of artistic awareness and Romantic aesthetic ideology. This ideology finds expression in the language of Blake, Percy Shelley, Emerson, Coleridge, Wordsworth and others regarding artistic creativity, specifically its origins and aims, but especially the creative process itself. In this essay, I examine the way Jung samples Romantic ideas and imagery in his characterization of art and in his conception of the religious experience of the artist in the act of creation. In doing so, I suggest that attachment to popular (not always accurate) Jungian ideas about art has reinforced the continued acceptance of compelling Romantic myths about unconscious creativity. I argue that, in his essay “On the Relation of Analytical Psychology to Poetry” and other essays, as part of an effort to liberate modern conceptions of art from reliance on mechanistic views of the human mind, Jung impeaches the merits of the Freudian model tied to medical forensics and installs in its place a Romantic theory of art rooted in the idea of intuitive creativity.
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 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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.004 |
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; both teacher heads agree on what is shown here.
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".