Bibliographic record
Abstract
The purpose of this paper is to make the reader reflect on the transition from working to ideating. Working leads people to forget themselves and bury their heads in the sand, wrote the humanist Aldous Huxley (1894-1963) in 1928. In 1936, the writer and poet Cesare Pavese (1908-1950) advised in his collection of poems Lavorare stanca (Hard Labor) to take a closer look at the representations of men at work. Huxley and Pavese have led us forward to when ideactionaries will succeed workers. These translate ideas into action, devising revolutionary ways of designing and operating to deliver products and services and seeing the world. Theirs is meant to be a liveable, collective, co-creative (they transfer thoughts from one mind to another), constructive, transdisciplinary human experience. It must enrich the culture of intuition and imagination, of empathy towards society and the planet. It must educate young people to be guided by the good and to incorporate communication into action through vision, design of lived experience, mental models and meaningful metaphors.It is up to scholars to take charge of this vision, even critically, so that the new generations can attend classrooms and research workshops modelled as a Renaissance Bottega (workshop). There, pupils were co-creators rather than mere executors of tasks assigned from above and generators of cognitive conflicts that do much to abrogate entrenched rules.
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 | 0.000 | 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) | 0.000 | 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".