Human-Stone Interactions in the Precolonial Maya Lowlands: Working and Learning with Limestone
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
Abstract This paper considers the complex entanglements from which stones and stone craftspeople emerged in the precolonial Maya world. Drawing from recent scholarship that emphasizes the relational and processual nature of making and knowing, it adopts a multi-practice perspective to explore how humans transformed limestone into knowable and workable materials and how, in turn, limestone transformed humans into knowledgeable and skilled individuals. Geoarchaeological, archaeometric, and experimental data from the central and northern Maya lowlands are combined to identify choices and preferences in selecting, extracting, and processing calcareous materials, and to examine what these reveal about past knowledge and skills. We then turn our attention to the ways in which quarry workers, lime producers, and toolmakers learned to work with stone. We argue that becoming attuned to limestone was a sociomaterial process that involved repeated interactions with both material elements and social actors. Our discussion highlights the active role of limestone not only in shaping learning experiences but also in facilitating connections between diverse practices, and thus contributing to a dynamic, interconnected landscape of knowledge.
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 | 0.001 | 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 it