Blurring ontological boundaries: The transactional nature of material engagement
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
The target article provides valuable reflections regarding the study of cognition-in-the-world and proposes a methodology that could help researchers unravel the structure and temporal unfolding of lived experience. In this commentary, we discuss the authors' commitment to the enactive notion of sense-making as the activity of an autonomous system that brings forth a meaningful world to maintain its self-constituted identity. From Material Engagement Theory, we hold that defending such a notion leads to unnecessary ontological asymmetries that obscure the fundamental role of materiality for cognition. On the one hand, we argue that the relationship of close intertwinement and co-constitution that unites organism and environment makes it untenable to characterise cognition as being driven by individuals. In our view, cognition arises from the dynamic encounter between brains, bodies and culture. On the other hand, we suggest that organism and environment should not be seen as separate ontological categories that come to interact with each other but as two terms of a transactional process of continuous becoming. Consistently, we propose to consider meaning as emerging from the in-between space that material engagement creates rather than from the activity of an organism.
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 | 0.000 | 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 | 0.001 | 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 | 0.000 |
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