wanyu/IteraTeR_full_sent huggingface dataset:
Original:  Political economy In 2004, Londa Schiebinger gave a more precise definition of agnotology in a paper on 18th-century voyages of scientific discovery and gender relations, and contrasted it with epistemology, the theory of knowledge, saying that the latter questions how we know while the former questions why we do not know: "Ignorance is often not merely the absence of knowledge but an outcome of cultural and political struggle ".
Revised:  Political economy In 2004, Londa Schiebinger gave a more precise definition of agnotology in a paper on 18th-century voyages of scientific discovery and gender relations, and contrasted it with epistemology, the theory of knowledge, saying that the latter questions how we know while the former questions why humans do not know: "Ignorance is often not merely the absence of knowledge but an outcome of cultural and political struggle ".
Edit intent: clarity
Original:  Political economy In 2004, Londa Schiebinger gave a more precise definition of agnotology in a paper on 18th-century voyages of scientific discovery and gender relations, and contrasted it with epistemology, the theory of knowledge, saying that the latter questions how we know while the former questions why we do not know: "Ignorance is often not merely the absence of knowledge but an outcome of cultural and political struggle ".
Revised:  Political economy In 2004, Londa Schiebinger gave a more precise definition of agnotology in a paper on 18th-century voyages of scientific discovery and gender relations, and contrasted it with epistemology, the theory of knowledge, saying that the latter questions how we know while the former questions why we do not know: "Ignorance is often not merely the absence of knowledge but an outcome of cultural and political struggle ."
Edit intent: fluency
Original:  Its use as a critical description of the political economy has been expanded upon by Michael Betancourt in a 2010 article titled "Immaterial Value and Scarcity in Digital Capitalism  " and expanded in the book The Critique of Digital Capitalism.
Revised:  Its use as a critical description of the political economy has been expanded upon by Michael Betancourt in a 2010 article titled "Immaterial Value and Scarcity in Digital Capitalism , " and expanded in the book The Critique of Digital Capitalism.
Edit intent: fluency
Original:  Betancourt argues that this political economy should be termed "agnotologic capitalism" because the systemic production and maintenance of ignorance is a major feature that enables the economy to function as it allows the creation of a "bubble economy ".
Revised:  Betancourt argues that this political economy should be termed "agnotologic capitalism" because the systemic production and maintenance of ignorance is a major feature that enables the economy to function as it allows the creation of a "bubble economy ."
Edit intent: fluency
Original:  Betancourt's argument is posed in relation to the idea of affective labor . He states that The creation of systemic unknowns where any potential "fact" is always already countered by an alternative of apparently equal weight and value renders engagement with the conditions of reality – the very situations affective labor seeks to assuage – contentious and a source of confusion, reflected by the inability of participants in bubbles to be aware of the imminent collapse until after it has happened.
Revised:  Betancourt's argument is posed in relation to the idea of affective labor : The creation of systemic unknowns where any potential "fact" is always already countered by an alternative of apparently equal weight and value renders engagement with the conditions of reality – the very situations affective labor seeks to assuage – contentious and a source of confusion, reflected by the inability of participants in bubbles to be aware of the imminent collapse until after it has happened.
Edit intent: coherence
Original:  Agnoiology A similar word  from the same Greek roots , agnoiology, meaning "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant  " describes a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Revised:  Agnoiology A similar word to agnotology, agnoiology, comes from the same Greek roots , agnoiology, meaning "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant " describes a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Edit intent: meaning-changed
Original:  Agnoiology A similar word  from the same Greek roots , agnoiology, meaning "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant  " describes a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Revised:  Agnoiology A similar word from the same Greek roots and is used to mean either "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant " describes a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Edit intent: meaning-changed
Original:  Agnoiology A similar word  from the same Greek roots , agnoiology, meaning "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant  " describes a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Revised:  Agnoiology A similar word from the same Greek roots , agnoiology, meaning "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant , " describes a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Edit intent: fluency
Original:  Agnoiology A similar word  from the same Greek roots , agnoiology, meaning "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant  " describes a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Revised:  Agnoiology A similar word from the same Greek roots , agnoiology, meaning "the science or study of ignorance, which determines its quality and conditions" or "the doctrine concerning those things of which we are necessarily ignorant " describing a branch of philosophy studied by James Frederick Ferrier in the 19th century.
Edit intent: fluency
Original:  An emerging new scientific discipline that has connections to agnotology is cognitronics: cognitronics aims (a) at explicating the distortions in the perception of the world caused by the information society and globalization and (b) at coping with these distortions in different fields.
Revised:  An emerging new scientific discipline that has connections to agnotology is cognitronics: Rueckert, Ulrich. 2020. "Human-Machine Interaction and Cognitronics." In NANO-CHIPS 2030, edited by B. Murmann and B. Hoefflinger, The Frontiers Collection. Cham: Springer. Cognitonics, first of all, aims (a) at explicating the distortions in the perception of the world caused by the information society and globalization and (b) at coping with these distortions in different fields.
Edit intent: meaning-changed
Original:  The infant exhibits a big smile with bobbing head, and mother responds in kind, then says,%DIFDELCMD < ] %%% Oh, well now, are you gonna say somethin'? Are ya? Pause, mother nodding head, widening eyes.
Revised:  The infant exhibits a big smile with bobbing head, and mother responds in kind, then says,%DIFDELCMD < ] %%% Pause, mother nodding head, widening eyes.
Edit intent: coherence
Original: %DIFDELCMD < ] %%% Yeah! as the baby bursts forth with a gurgling sound, the caregiver then laughs and hugs the baby%DIFDELCMD < ]%%% ." As co-regulation is contingent on reciprocal relationships between members of a dyad, it can be compromised by risk factors within the individuals.
Revised: %DIFDELCMD < ] %%% as the baby bursts forth with a gurgling sound, the caregiver then laughs and hugs the baby%DIFDELCMD < ]%%% ." As co-regulation is contingent on reciprocal relationships between members of a dyad, it can be compromised by risk factors within the individuals.
Edit intent: coherence
Original: %DIFDELCMD < ] %%% Yeah! as the baby bursts forth with a gurgling sound, the caregiver then laughs and hugs the baby%DIFDELCMD < ]%%% ." As co-regulation is contingent on reciprocal relationships between members of a dyad, it can be compromised by risk factors within the individuals.
Revised: %DIFDELCMD < ] %%% Yeah! %DIFDELCMD < ]%%% ." As co-regulation is contingent on reciprocal relationships between members of a dyad, it can be compromised by risk factors within the individuals.
Edit intent: coherence
Original: %DIFDELCMD < ] %%% Yeah! as the baby bursts forth with a gurgling sound, the caregiver then laughs and hugs the baby%DIFDELCMD < ]%%% ." As co-regulation is contingent on reciprocal relationships between members of a dyad, it can be compromised by risk factors within the individuals.
Revised: %DIFDELCMD < ] %%% Yeah! as the baby bursts forth with a gurgling sound, the caregiver then laughs and hugs the baby%DIFDELCMD < ]%%% As co-regulation is contingent on reciprocal relationships between members of a dyad, it can be compromised by risk factors within the individuals.
Edit intent: fluency
Original:  The False Principle of Our Education: Or, Humanism and Realism  () is an article written by Max Stirner and published in the Rheinische Zeitung in April 1842.
Revised: " The False Principle of Our Education: Or, Humanism and Realism () is an article written by Max Stirner and published in the Rheinische Zeitung in April 1842.
Edit intent: fluency
Original:  The False Principle of Our Education: Or, Humanism and Realism  () is an article written by Max Stirner and published in the Rheinische Zeitung in April 1842.
Revised:  The False Principle of Our Education: Or, Humanism and Realism " () is an article written by Max Stirner and published in the Rheinische Zeitung in April 1842.
Edit intent: fluency
Original:  Where education had taught the few "to talk about everything , "  the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived ...
Revised:  Where education had taught the few "to talk about everything " the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived ...
Edit intent: fluency
Original:  Where education had taught the few "to talk about everything , "  the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived ...
Revised:  Where education had taught the few "to talk about everything , " , the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived ...
Edit intent: fluency
Original:  Where education had taught the few "to talk about everything , "  the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived ...
Revised:  Where education had taught the few "to talk about everything , " the Enlightenment saw the rise of the realist "demand for a practical finishing education " Stirner concludes "Henceforth, knowledge was to be lived ...
Edit intent: fluency
Original:  Where education had taught the few "to talk about everything , "  the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived ...
Revised:  Where education had taught the few "to talk about everything , " the Enlightenment saw the rise of the realist "demand for a practical finishing education . " . Stirner concludes: "Henceforth, knowledge was to be lived ...
Edit intent: fluency
Original:  Where education had taught the few "to talk about everything , "  the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived ...
Revised:  Where education had taught the few "to talk about everything , " the Enlightenment saw the rise of the realist "demand for a practical finishing education . " Stirner concludes "Henceforth, knowledge was to be lived 
Edit intent: fluency
Original:  He criticised both as seeking power over the "transitory , " as viewing education as a "struggle towards mastery in the handling of material . "  Stirner supports the realist criticism that the humanists seek knowledge for its own sake, but asks whether the realists do any better.
Revised:  He criticised both as seeking power over the "transitory " as viewing education as a "struggle towards mastery in the handling of material . " Stirner supports the realist criticism that the humanists seek knowledge for its own sake, but asks whether the realists do any better.
Edit intent: fluency
Original:  He criticised both as seeking power over the "transitory , " as viewing education as a "struggle towards mastery in the handling of material . "  Stirner supports the realist criticism that the humanists seek knowledge for its own sake, but asks whether the realists do any better.
Revised:  He criticised both as seeking power over the "transitory , " as viewing education as a "struggle towards mastery in the handling of material " Stirner supports the realist criticism that the humanists seek knowledge for its own sake, but asks whether the realists do any better.
Edit intent: fluency
Original:  He criticised both as seeking power over the "transitory , " as viewing education as a "struggle towards mastery in the handling of material . "  Stirner supports the realist criticism that the humanists seek knowledge for its own sake, but asks whether the realists do any better.
Revised:  He criticised both as seeking power over the "transitory , " as viewing education as a "struggle towards mastery in the handling of material . " . Stirner supports the realist criticism that the humanists seek knowledge for its own sake, but asks whether the realists do any better.
Edit intent: fluency
Original:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . "  They fail to reach self-understanding (a concept Stirner took from  Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . "  If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Revised:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will " They fail to reach self-understanding (a concept Stirner took from Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . " If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Edit intent: fluency
Original:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . "  They fail to reach self-understanding (a concept Stirner took from  Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . "  If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Revised:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . " . They fail to reach self-understanding (a concept Stirner took from Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . " If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Edit intent: fluency
Original:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . "  They fail to reach self-understanding (a concept Stirner took from  Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . "  If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Revised:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . " They fail to reach self-understanding (a concept Stirner took from Georg Wilhelm Friedrich Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . " If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Edit intent: clarity
Original:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . "  They fail to reach self-understanding (a concept Stirner took from  Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . "  If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Revised:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . " They fail to reach self-understanding (a concept Stirner took from Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness " If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Edit intent: fluency
Original:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . "  They fail to reach self-understanding (a concept Stirner took from  Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . "  If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Revised:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . " They fail to reach self-understanding (a concept Stirner took from Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . " . If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Edit intent: fluency
Original:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . "  They fail to reach self-understanding (a concept Stirner took from  Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . "  If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Revised:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . " They fail to reach self-understanding (a concept Stirner took from Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . " If the failures of the humanists and realists are truly to be overcome, "the final goal of education can no longer be knowledge .
Edit intent: fluency
Original:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . "  They fail to reach self-understanding (a concept Stirner took from  Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . "  If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge .
Revised:  Because the realists merely supply the individual with the tools to achieve his will, without reforming that will, they fail to achieve what Stirner calls "freedom of will . " They fail to reach self-understanding (a concept Stirner took from Hegel and twisted in his fashion in The Ego and its Own) and "fall in the abyss of their own emptiness . " If the failures of the humanists (and realists ) are truly to be overcome, "the final goal of education can no longer be knowledge 
Edit intent: fluency
Original:  "  Asserting that "only the spirit which understands itself is eternal , "  Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures . " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Revised:  " . Asserting that "only the spirit which understands itself is eternal , " Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures . " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Edit intent: fluency
Original:  "  Asserting that "only the spirit which understands itself is eternal , "  Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures . " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Revised:  " Asserting that "only the spirit which understands itself is eternal " Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures . " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Edit intent: fluency
Original:  "  Asserting that "only the spirit which understands itself is eternal , "  Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures . " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Revised:  " Asserting that "only the spirit which understands itself is eternal , " , Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures . " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Edit intent: fluency
Original:  "  Asserting that "only the spirit which understands itself is eternal , "  Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures . " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Revised:  " Asserting that "only the spirit which understands itself is eternal , " Stirner calls for a shift in the principle of education from making us "masters of things" to making us "free natures " Till one knows oneself, one has not mastered one's own will, and one is merely subservient;
Edit intent: fluency