Bibliographic record
Abstract
Life is difficult, never the same, always challenging acquired patterns of behavior and expectation, urging the human being to improvise. Improvisatory acts in everyday life are the result of unexpected situations, where the encounter between self and environment suddenly disrupts the banal rituals of life. Over time, experience and knowledge enhance ways to cope with unexpectedness, and to 'improvise' better, or even 'less.' 
 
 In music, improvisation is often a situation of choice. The unexpected situation is created, set up, purposively leading to an improvisatory encounter between body and environment. The musician knows he/she will 'improvise' the next hour. But it can also resemble life, by way of sudden unexpected moments which the musician still did not 'set up.' Experience and expertise enhance the fluidity of improvisational acts in the arts. 
 
 This paper seeks to explore these tensions between improvisation in everyday life and in arts: between 'urgent action' and 'play,' between determined and created situations. It will be argued that the shift is not radical, and the tensions but a matter of degree. The 'artification' of improvisation originates in everyday life by play, tactics (de Certeau) and experience (Dewey) and reaches an aesthetic and ethic level of kairos (Aristotle) in art, exploring actions of choice and risking failure by (re)creating unexpectedness. The artist, like the human being in life, but now from his/her own free choice, is challenged to leave security and encounter the unexpected. But isn't that also the quest of the hero?
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 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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".