Bibliographic record
Abstract
In this section, we aim to provide a survey of philosophy as it was generally understood and practised around 200 ce. One may imagine the array of material confronting an advanced student of philosophy in, say, Rome or Alexandria at this time. We assume that the student would already be acquainted with what were then thought to be the major works of the founders of the great philosophical schools of antiquity – Plato, Aristotle, Epicurus and Zeno. In any case, he or she would have available various doxographical accounts of the ancient practitioners of philosophy. With this acquaintance must have come a considerable degree of perplexity, not the least owing to the apparent conflicts among the conclusions of these giants and the obscurity of many of their writings. Our student, however, would soon discover that these conflicts and obscurities had in fact been the subject of intense philosophical reflection and commentary for the intervening 500 years since the early days of the philosophical schools. Depending on the master whom the student chose to follow, he or she would encounter a complex tradition of defensive explication of one school’s positions against those of opponents. The student would also encounter various philosophical strategies employed to demonstrate that philosophical positions that seemed to be at odds were in fact in harmony. This approach, which certainly antedates our starting point by at least 300 years, will eventually take on an increasing urgency in the minds of Greek philosophers when faced with the growing dominance of Christianity.
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 | 0.000 | 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 | 0.000 | 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) | 0.001 | 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 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".