More Lessons Learned From the Holocaust—Towards a Complexity-Embracing Approach to Why Genocide Occurs
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
Why do genocides occur? This paper applies qualitative comparative analysis (QCA) to revisit this question, and analyses 139 cases of genocide and non-genocide. The paper demonstrates the importance of both priming, contextual conditions which provide a political opportunity structure conducive to genocide, as well as triggering, more proximate conditions which constitute immanent motivations. Most centrally, sufficiency is demonstrated for genocide occurrence when an autocratic regime and the salience of an elite's ethnicity are present, and are combined with either an exclusionary ideology or political upheaval. As such, the autocratic nature of the state provides an opportunity structure allowing genocide to occur, while the salience of elite ethnicity can serve as a motivation. Finally, the ideology and the political upheaval serve as an additional motivation or opportunity structure, respectively. While political upheaval can play a part in causing genocide, its role is much more understated than is suggested in previous literature.
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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 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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