Media and Responsibility for Their Effects: Instrumental vs. Environmental Views
Bibliographic record
Abstract
From the perspective of media ecology, this paper explores the question of responsibility for the effects that media have on society. To explain these media effects, two approaches are singled out. (1) The instrumental approach assumes that a medium works as a tool used by a user for a purpose. (2) The environmental approach focuses on the capacity of a medium to become an environmental force that reshapes both the habitat and the inhabitants. The instrumental approach to media, when taken too broadly and without an understanding of its limits, leads to conspiracy theories and inadequate social and political assessments. The more advanced and sophisticated environmental approach allows for an adequate understanding of media evolution and its effects but does not comply with the traditional legal notions of guilt and responsibility for actions, as there is no jurisdictional human or institutional agency when environmental forces are in play. After charting the distinction between the instrumental and environmental views of media, the paper focused on how the instrumental effects of media turn into environmental effects. The purpose of the paper is to develop and offer a media ecological apparatus for possible further juridical discussions regarding the regulation of the networking society.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.051 |
| Scholarly communication | 0.009 | 0.013 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.004 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 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 source (direct Gemma or distilled Codex), 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".