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
Normative argumentation theory is a field dedicated to the normative study of argumentation in real-life contexts and to the development of norms meant to guide arguers in the attempt of arguing well. Among argumentation theorists, there exist two widespread assumptions. First, the assumption that ideally, arguers ought to explore the reasons relevant to the topic of their interpersonal arguing without constraints. And second, the assumption that the norms of argumentation should be designed to contribute to the realization of this ideal. In this paper, I question those assumptions. I show that argumentative norms meant to realize the ideal of free exploration, freedom-to-explore norms, reliably clash with morally valuable standing norms that protect privacy, autonomy and legitimate authority. When they so clash, they generate epistemic and other morally relevant harms. I argue that normative argumentation theory ought to resolve this problem by acknowledging the potential legitimacy of standing norms even during argumentation. I show how such a change would impact fallacy theory with respect to the ad hominem and poisoning the well fallacies.
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 | 0.000 | 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 it