Bibliographic record
Abstract
Pragmatism is usually viewed as a unifed school, movement or tradition. Lists of its most important tenets typically include advocacy of open inquiry, pursued with an awareness of human fallibility, a view of justifcation that appeals to shared experience in all its manifestations – aesthetic, religious, moral, political and scientifc – and a conception of philosophy as a practice interwoven with problems of contemporary life. While disagreements among pragmatists are widely acknowledged, they are most often treated as easily resolved or of marginal importance given the substantial body of doctrine that pragmatists are thought to share. I argue that this view of pragmatism obscures important philosophical differences among its proponents, to the serious detriment of our understanding of the tradition. I point out that fgures most often credited with advancing pragmatism – Charles Peirce, William James, John Dewey, W.V. Quine, Hilary Putnam and Richard Rorty – defend signifcantly divergent views, views that are anything but easy to reconcile. Their differences go to the very heart of how pragmatism is to be understood and defended and present serious obstacles to any characterization of it as a tradition with a common philosophical method, purpose or core set of doctrines. Pragmatism is far more diverse, subtle and diffcult to come to terms with than contemporary accounts of what is living and dead in it commonly presume.
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 | 0.001 | 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 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| 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 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".