Traveling concepts: Performative movements in learning/playing
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
This article examines the generative interplay between learning and playing in managing and organizing by taking a performative approach that theorizes learning/playing as an assemblage in which playing and learning emerge as co-evolving processes in practice. Addressing the methodological challenges associated with this performative approach, the learning/playing assemblage is probed using traveling concepts, which attend to the dynamic movements rather than the stabilities of organizing, functioning as proposed by Vygotsky as both a research tool and an emergent result of research. This notion of “travelling concepts” is developed empirically by engaging with Mead’s “sociality,” which he defined as the simultaneous experience of being several things at once. Three interweaving strands of sociality—relational, spatial, and temporal—are elaborated in the context of traveling with and through four artisan food production sites, each of which sought to engage differently with the esthetics and functionality of the food we consume.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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