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
Gaston Bachelard (1884-1962), a scientist and philosopher, initially taught high school physics and chemistry before becoming professor of philosophy at the University of Dijon. During this period, he studied the philosophy of science and the epistemology of scientific knowledge. In 1940, he took up the Chair in the History and Philosophy of the Sciences at the Sorbonne, a position he would hold up until 1955. He had a disconcerting pedagogy. He would begin with “dense and tightly woven epistemological reflection on mathematical physics and quantum mechanics processes in his morning course before moving on to discuss dizzying variations on the imagination of air.”1 Bachelard also presented his unique and surprising pedagogy in his writings, which mirrored his teaching. Although the pedagogical contributions of his works are relatively little known, Bachelard primarily described himself as a teacher of philosophy; he believed that education was the “fundamental theme of his thought”. 23 His pedagogy is a reflecting one. It’s a pedagogy of thinking, a pedagogy looking after itself; “pedagogical philosophy.”4 The challenge of this pedagogical philosophy is the transforming of the learner’s mind through the Bachelardian model of the “New Scientific Spirit,”, a thinking model inviting a continuing questing of knowledge in the learning process. 5
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 | 0.001 | 0.001 |
| 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