Die Inszenierung des Virtuellen. Kelly Richardson: Mariner 9 [The Enactment of the Virtual. Kelly Richardson: Mariner 9]
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 phenomenological analysis of the video installation Mariner 9 made by the Canadian artist Kelly Richardson in 2012 will gain a basic concept of the virtual. It will be realized by three preparing steps and a final conclusion. First, it will be shown in which way the experiencing of Richardson’s installation causes a break within the space-time-continuum of our worldly living. The second step develops how the interrupting, non-mediating force of this break of our horizontal experience keeps in a permanent relationship to the counterpart force of a mediating pretension of reality so that a reciprocal relation of breaking off and continual imagining prevails. The third step explains the function of the living human body as an orienting one, and the last step fixes the concept of the virtual. The virtual grows up here in the way that the alternation of reality pretension – supported by the imaginative conception of the installation as a whole – as well as of the bodily affection of threatening – resulting from the interruption of the space- time-continuum – provokes a specific experiencing of reality; this experience does not correlate with a real objectiveness but it is real in itself and has real moments.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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