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
Critical thinking deserves both imaginative teaching and serious theoretical attention. Studies in Critical Thinking assembles an all-star cast to serve both.EDITOR: J. Anthony Blair (Windsor) INTRO: On What Critical Thinking Is (Alec Fisher, East Anglia) PART II On Teaching CT (Blair & Scriven) 5 Exercises: Validity (Derek Allen, Toronto), Teaching Argument Construction (Kingsbury, Waikato), C.T About Students’ Own Beliefs (Tracy Bowell, Waikato & Justine Kingsbury), Settling Conflict by Compromise (Jan Albert van Laar, Groningen), Using Arguments to Inquire (Sharon Bailin, Simon Fraser & Mark Battersby, Capilano) PART III 7 Chapters on Argument: Arguments and CT (J. Anthony Blair), The Concept of an Argument (David Hitchcock, McMaster), Using Computer Aided Argument Mapping to Teach CT (Martin Davies, Ashley Barnett, Tim van Gelder, Melbourne), Argument Schemes and Argument Mining (Douglas Walton, Windsor), Constructing Effective Arguments (Beth Innocenti, Kansas), Judging Arguments (Blair), Introduction to Fallaciousness (Christopher Tindale, Windsor). PART IV 7 Chapters on Useful Background for CT: How a Critical Thinkeer Uses the Web (Sally Jackson, Illinois at Urbana-Champaign), Definition (Robert Ennis, Illinois at Urbana-Champaign), Generalizing (Dale Hample & Yiwen Dai, Maryland), Appeals to Authorit8y: Sources & Experts (Mark Battersby), Logic and CT, (G.C. Goddu, Richmond), Abduction and Inference to the Best Explanation (John Woods, British Columbia). The Unruly Logic of Evaluation (Michael Scriven, Claremont)
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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