MétaCan
Menu
Back to cohort
Record W748214188

Measuring the Mosaic: An Intellectual Biography of John Porter

2012· article· en· W748214188 on OpenAlexvenueaboutno aff
Howard A. Doughty

Bibliographic record

Venue˜The œinnovation journal · 2012
Typearticle
Languageen
FieldSocial Sciences
TopicCanadian Identity and History
Canadian institutionsnot available
Fundersnot available
KeywordsBiographyCeremonySociologyPresentation (obstetrics)Art historySubject (documents)ClassicsMedia studiesHistoryLibrary scienceComputer scienceMedicine
DOInot available

Abstract

fetched live from OpenAlex

Rick Helms-Hayes Measuring the Mosaic: An Intellectual Biography of John Porter Toronto: University of Toronto Press, 2010Reviewed by Howard A. DoughtyIn 1977, when he was young doctoral student at the University of Waterloo in Ontario, Canada Rick Helmes-Hayes turned down an invitation to meet John Porter (1921-1979). The occasion was the presentation of an Honorary Doctorate to Professor Porter, permanent fixture at Carleton University in Ottawa. The event was to be private reception after the ceremony. At the time, Helms-Hayes considered the most famous sociologist in Canadian history to be a liberal apologist for the system (Langlois, 2011: 229). He later acknowledged that his decision to snub Porter had been idiotic, and he appears to have been making up for that missed opportunity ever since. By the time he wrote his intellectual of the great man, Helms-Hayes was able confidently to say: know more about John Porter than probably anybody in the world, including members of his own family (Helmes-Hayes, 2010). He was probably right. Still, he never did meet his main subject and primary research interest in person.Helmes-Hayes has taken on formidable task. It's hard enough to write good biography but, in Measuring the Mosaic, he not only analyses Porter's thought and work, but he also takes some time to discuss and to assess Porter's personal background, his intimate relationships and the consequences of both for an undoubtedly troubling and yet an exceptionally fruitful academic life. And even then he wasn't done.In the end, Helmes-Hayes has contributed substantial inquiry into Porter the man, Porter the sociologist, the history of sociology in Canada and Porter's place in it. These are difficult balls to keep in the air. Some have suggested that they are too many for Helmes-Hayes to have handled deftly (Tough, 2012, October). I will refrain from judgement on that matter. Indeed, apart few brief comments on John Porter's childhood (he grew up in challenging economic circumstances), unusual career (he became the Canadian sociologist of his time, yet Bachelor of Arts was the only earned degree on his academic resume), and personal emotional travails and career disappointments (he coveted university presidency, but he was thwarted), I am going to skirt around those issues and try to focus on what Helmes-Hayes has to say about Porter as sociologist and about the evolution of the discipline in Canada.Helmes-Hayes reports that Porter's background of economic deprivation prompted his interest in social inequality, but his persistent inability to achieve his highest goals produced level of frustration which, some speculate, may have contributed to his early death from heart attack at the age of fifty-eight. Porter's personal issues, however, did not affect just his private life. Driven to succeed personally, he rejected what he perceived as Marxist determinism and strove both to document and to advocate the emergence of meritocracy in which inequality would remain, but success and the rewards that accompanied it would be more equitably allocated-not on the basis of inherited wealth or social connections, but on personal ability and character. In the end, John Porter would have endorsed Barack Obama's oftrepeated campaign wisdom on the topic of social class: Everybody should have fair shot. From the outset, Porter rejected the notion that dominant, impenetrable or detectably structural ruling class even existed. As far as North America was concerned, Porter bought into the prevailing pluralist paradigm.John Porter also learned the lessons of Mosca, Michels and Pareto. He firmly declared that the robust liberal dream of an engaged and well-informed citizenry was obsolete. He joined the revisionists and realists among democratic theorists and considered any sort of participatory democratic model to be absurd in view of the frequency with which that theory has been empirically refuted (Porter, 1965, 556). …

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)0.002
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: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.615
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0020.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0010.000
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 head0.048
GPT teacher head0.262
Teacher spread0.214 · 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 designNot applicable
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
Published2012
Admission routes2
Has abstractyes

Explore more

Same venue˜The œinnovation journalSame topicCanadian Identity and HistoryFrench-language works237,207