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
This paper applies Patton and Al-Zayadi’s scientonomic framework for understanding disciplines to a case study of the development of the chemical discipline ("chymistry") from the 17th century through the early 18th century in Western Europe. Using evidence from the tradition of textbook publication that emerged in the seventeenth-century chymistry, we reconstruct the top-level of the question hierarchy of chymistry. Analyzing how these questions and their associated theories were received, we first show how, starting in the 1660s, alchemy transitioned from a synonym of chymistry to chymistry’s subdiscipline with a more limited scope. We identify that the rejection of alchemy's core questions occurred in the 1720s based on the reception of these questions in scientific publications and by academic institutions. Hence, we conclude that the subdiscipline of alchemy became rejected in the 1720s. In order to conduct our case-study, we closely follow Newman and Principe's research on early modern alchemy and chymistry in our reconstruction of the episode. However, using the scientonomic framework in analyzing this case study reveals the specific dynamics of this instance of sub-discipline rejection. Our deepened understanding of this hallmark historical episode of disciplinary rejection indicates the value of Patton and Al-Zayadi’s theoretical framework for observational scientonomic research.
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 | 0.008 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.036 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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 it