Wandering in Late Medieval Devotional Literature
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
The Oxford English Dictionary defines the verb 'to wander' as: 'To go or take one's way casually or without predetermined route' .When you wander, you might not know the purpose or destination of your explorations yet, but that does not mean that wandering ultimately has no purpose.You let yourself be surprised by what you find, attentive to the unexpected things you see and encounter.Not only can the body wander, but the mind and thoughts can too.I have had the pleasure of wandering with Denis Renevey in all the best ways possible.There were walks in the Swiss mountains and around his beautiful chalet, and there were PhD supervisions during which we could wander together for hours, thinking through the complexities I had encountered during my research.This essay, therefore, is a celebration of wandering through late medi eval devotional literature, the field of study about which Denis has taught me so much -not by telling me what I should know, but by taking me to all the right places and letting me discover them by myself.In this essay I explore how wandering, and more specifically metaphors of movement, are used to express processes of spiritual progression and devotional reading in texts written for and sometimes also by enclosed religious women, anchoresses, and women in convents, in late medi eval England and the Low Countries.Then I compare descriptions of wandering in the text to descriptions of wandering through the text, asking the question: how do descriptions of movement in late medi eval texts written for these groups of women interact with incitements to non-linear or sequential reading?Such incitements could, for instance, include encouraging readers to choose themselves an order of reading, or inviting them to select certain chapters or passages of a text and to read those in isolation.Is there a connection between the occurrence of metaphors of movement and these types of reading strategies?Although all the texts that will be analysed in this essay were written for, and sometimes by, enclosed religious women, it is unlikely that the continental author that will be discussed, Alijt Bake, knew exactly what was being written in England, and vice versa.Rather than showing how one text influenced another, I seek to illustrate how different authors writing in different locations found comparable ways of expressing spiritual desires, religious ambitions, and views on reading through metaphors of movement.
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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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 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 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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