The Paradigmatic Failure Affecting Coaching Demand
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 study explores the evolution of coaching demand through the lens of a paradigmatic failure, as a reflection of a cultural crisis characterizing post-modernity. The research draws upon Kuhn's theories on paradigms, Bourdieu's concept of habitus, and Husserl's exploration of cultural crisis to analyze how coaching addresses demands increasingly focused on values, meaning, and purpose. Paradigmatic failure is defined as the questioning of previously established normative and value systems, which can no longer effectively guide choices and actions in a rapidly transforming socio-cultural context. Through an analysis of Carli's dynamics of collusion and the “sad passions” described by Benasayag and Schmit, the study highlights how coachees’ requests reflect cultural disorientation and the necessity for innovation. This approach highlights the role of coaching as an ethical and transformative tool, helping coachees pursue happiness and self-realization – understood as the realization of their true selves, through the creation of new meanings, unlocking both individual and collective potentialities.
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 | 0.004 | 0.001 |
| 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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