Assessing metaphor as mediator between Christianity and science
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
There are many studies on the mediating role of analogy and metaphor in science. But few address whether metaphor mediates between science and religion. This paper explores the implications of the work of Mary Hesse on metaphor for the interaction between scientific and religious knowledge. I focus on the mediating role of metaphor between science and Christianity because that was the focus of Mary Hesse. I take this interaction as a special case of the engagement of science and society. My thesis is that metaphor can mediate between science and religion and satisfy Hesse’s requirement that their relative independence be respected. After explaining my approach, I summarize Hesse’s views on science and religion. Next I show that standards of assessment of metaphors that mediate between science and religion are needed. Two sections follow assessing the applicability of contemporary conditions for the adequacy of metaphor in general to the mediation between science and religion. I review error correction as well as its failure in ideology and strategies for correction of the latter. I conclude that the possibilities for metaphor to mediate between science and Christianity are limited, but that it is possible while respecting the integrity of both.
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 | 0.001 | 0.001 |
| 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 | 0.010 |
| Scholarly communication | 0.001 | 0.002 |
| 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