Bibliographic record
Abstract
There are few historians equal to the task of writing Abraham Flexner's biography. Therefore, I was pleased and gratified when Thomas Neville Bonner, himself an educator, eminent scholar, and former administrator, took up the challenge. Having experienced firsthand the challenges and vicissitudes of academic politics, he has provided us with an outstanding and thorough study of this remarkable American educator who, more than anyone before or since, defined what a medical school should be, left indelible marks on public education, and founded one of the most innovative centers of advanced study in the world. Bonner adroitly portrays in this masterly biography what America and the world owes to Flexner for his vision, creativity, tenacity, and advocacy of progressive education. The son of Jewish immigrants, Abraham Flexner (1866–1959) was born in Louisville, Kentucky, and educated at the newly formed Johns Hopkins University in Baltimore. He returned to his hometown, founded a highly successful school, and began writing on educational reform. As his reputation grew, he began an association with national leaders in education (including presidents Charles W. Eliot of Harvard University, Daniel Coit Gilman of Johns Hopkins, and John Dewey) that, in time, brought him to the attention of Henry S. Pritchett, president of the Carnegie Foundation for the Advancement of Teaching. Contracted by the foundation to survey medical schools in the United States and Canada, Flexner wrote several of the most trenchant critiques ever done on medical education. His ability to assess the strengths and weaknesses of medical schools—both in America and abroad—and to assemble a plan supported by private philanthropy to reconstruct medical education became the backdrop for his pathbreaking career.
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 | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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".