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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.026 |
| Scholarly communication | 0.005 | 0.005 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".