Beyond Ethos: Outlining an Alternate Trajectory for Emotional Competence and Investment
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
The paper by Voronov and Weber (2016) moves this conversation to a higher level, theorizing beyond the simple (though important) idea that emotions occur and matter in social life, to a more fundamental engagement of emotions as a defining aspect of "institutional actorhood".We start by acknowledging the important contribution provided by the paper with its compelling introduction of the ideas of "emotional competence" and "emotional investment".Emotions, Voronov and Weber argue, are "institutionally conditioned and thus endogenous to institutional orders" (2016: 5), and emotional competence enables people to perform prescribed roles and inhabit institutional orders.Such competence leads to emotional investment.Voronov and Weber argue that "institutional ethos" is the basis of emotional competence.We take issue with this characterization of ethos and its relationship to the ideas of emotional competence and investment.For us, the ethos concept is confusing and, perhaps more importantly, unnecessarily detached from more established concepts in the institutional literature.This detachment not only adds to the "conceptual muddle" (Colyvas & Jonsson, 2011: 27) of institutional theorizing, but risks undermining the important contribution that emotional competence might make if linked to a more fruitful avenue of future research.We suggest an alternative framing -namely, connecting emotional competence to the more established concept of "institutional logic".Doing so connects emotional competence and emotional investment to the values that are embedded within institutional logics (Dunn & Jones, 2010;
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| 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