Bibliographic record
Abstract
This paper correlates Bahá’í concepts of the mind with insights from philosophy. It presents arguments from both sources for a non-reductive understanding of the human mind and argues that, although science can help us advance our understanding of the mind, it is not sufficient in this pursuit, as it cannot capture fully how the human mind experiences reality. The paper reviews the mind’s conceptual way of knowing, explores the implications of language for philosophy of mind, and considers how the pursuit of science and the phenomenon of religion both shed light on the capacities and nature of the mind. After suggesting that the process of learning in which the global Bahá’í community has embarked may serve as a model for engaging the human mind in a collective enterprise for the betterment of the world, it turns back to philosophy to submit that, while many contemporary philosophers persuasively argue that the human mind is not reducible to physical causality, the philosophical resistance to a spiritual dimension of the human mind is excessively limiting. The minds of human beings demonstrate capacities that lie beyond nature, and a conception of the mind as “the power of the human spirit” or “rational soul” can not only be a fruitful way of understanding the mind, but lead to an orientation by human beings in the world, demonstrated through the learning process discussed earlier in the paper, that holds promise for the future of humanity.
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 | 0.001 | 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) | 0.000 | 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 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".