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
In this programmatic essay, I approach the question "What is open-mindedness?" through three more specific questions, each designed to foreground a distinct dimension along which the analysis of open-mindedness might proceed: When is open-mindedness? What is not open-mindedness? and, Where is open-mindedness? The first question refers to the temporal dimension of open-mindedness, which I analyze in terms of Dewey’s distinction between recognition and perception and the psychoanalytic concept of disavowal. The second question refers to the dialectical dimension of open-mindedness, to what the many aspects of closed-mindedness reveal about open-mindedness. Here I recall Aristotle’s doctrine of the mean. The third question refers to the dimension of scale, asking what open- and closed-mindedness look like on the interpersonal and social levels. To bring out this third dimension, I draw on Jonathan Lear's reading of the Republic and psychoanalytic group dynamics theory. Through these three related inquiries I show the range of this central intellectual virtue and bring out its connections to two central, related features of the moral life: the need for integration and the need for openness to newness and complexity.
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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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