Curricular trauma? Producing converts?: A conversation between Caroline Levine and Len Gutkin
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 decline of the humanities has never been more topical. Proponents of the humanities of all political stripes have mounted defences, some more convincing than others, but for the most part, numbers continue to go down. In an article that appeared in Liberties and more widely in The Chronicle of Higher Education (12 July 2024), Len Gutkin broaches this issue. ‘Are the causes of the crisis external to the humanities’, he asks, ‘or do they reflect something gone awry in humanistic study itself?’ For Gutkin, we scholars should take some responsibility for the decline: the rise of subfields in English, for instance, has led to a dramatic contraction of the field in general. Critical race studies, for instance, may lead us to read Shakespeare too narrowly, and so on. Gutkin takes issue with the work of formalist scholar Caroline Levine. In this conversation, Levine responds to Gutkin, drawing on her decades of work both in the humanities classroom and in activism, and Gutkin to Levine. This dialogue informs our understanding of not only the classroom but also formalism and its applications.
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 | 0.000 | 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 | 0.000 | 0.000 |
| 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