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Record W658789728

Commentary on Rooney

2003· article· en· W658789728 on OpenAlexaff
G. Thomas Goodnight

Bibliographic record

VenueScholarship at UWindsor (University of Windsor) · 2003
Typearticle
Languageen
FieldSocial Sciences
TopicFeminist Epistemology and Gender Studies
Canadian institutionsUniversity of Windsor
Fundersnot available
KeywordsPolitical science
DOInot available

Abstract

fetched live from OpenAlex

Is critique adversarial argument?This question is difficult to answer given different perspectives on what constitutes genuinely instructive versus argumentative discourse, appreciative reading versus strategic dismantling.Undoubtedly, in any particular case such distinctions would depend upon the point of views of the reader and read, the corrector and the corrected, who might not always agree and reasonably differ as to whose communication was in or out of line.Given this ambiguity, one is tempted at the outset to modify the question into a weaker form: For whom, if anyone, could critique be considered adversarial and argumentative?The answer to the weaker question might be less ambiguous: well, if one has stakes as a power holder and is a witting or unwitting advocate of "the dominant paradigm," then critique is perceived to be a challenge, an affront, a claim to rectify historic injustices-and therefore, a power holder would dub critique adversarial and argumentative.On the other hand, those essaying a critique might claim that the felt defensiveness is simply pressure-a realization that arises when the hypocrisy of exclusionary, hierarchical, vested interest.The perception of argumentativeness is what happens when the partiality an alleged universal belief or method is exposed to proper identification.Notice the incipient standoff here.If adversarial practices are part of the dominant paradigm, indeed if argumentation itself is a strategy of force, rationalization, hierarchy and so forth, and if critique could legitimately be construed as creating pressure, confrontation, and argumentative force-by any person or group, then one might inquire as to the differentia between "the dominant paradigm" and the novel, libratory space of cooperative reasoning.As this line of reasoning goes, one might foresee an infinite regress of tu quoque's concerning who is more or less straightforwardly adversarial or cooperative than thou.The reason that the above answer to the question leads to such a regress is that the modified question misunderstands critique, holding critique, which is I think a purely negative arc of widening criticism, to the standards of a productionist view of argumentation.In a productionist world, arguments must yield true claims through proof, or rationalize beliefs by critical testing, or convince audiences through persuasion.Whether the products of critical thinking, informal logic, or rhetoric be true belief, justified conviction or deliberated action, arguments are such because reasons and claims are productively connected.Adversarial argument is a special case of this process: a kind of critical testing set within--or invited by--a certain style, for a, relationship or procedure that channels or frames oppositional thinking, writing and speaking.Critique does not fall comfortably within productionist assumptions (although it plays with some of our common expectations about reasoning).I would like to examine feminist critique per se, explicating Professor Rooney's work to show why (1991, 2002, 2003).Feminist critiques raise to awareness the pervasiveness, significance and harmfulness of the ways differences have been handled throughout time and across cultures, societies, institutions, and individuals.Specifically, critique exposes those practices which appear to float

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 imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies, Insufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.627
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0020.001
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0010.000

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.

Opus teacher head0.036
GPT teacher head0.271
Teacher spread0.235 · 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 teacher head, not a consensus.

Study designObservational
Domainnot available
GenreEmpirical

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

Citations0
Published2003
Admission routes1
Has abstractyes

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