Review
Summary
Together these 7 entities form the basis for all research, scientific study, knowledge, and related phenomena.
In this case,
enables and infuses the whole framework with curiosity and a readiness to be surprised. This provides for openness, subtlety and new possibilities. Together with , it enables the effective use of in research of all sorts.Popper's criteria for an analytic model was: "does it proceed from some simple, new and powerful unifying idea about some connection or relation between hitherto unconnected things?" (p.241 in Conjectures & Refutations, 1974).
The simple and powerful unifying idea here is human purpose brought into focus as we move from the reception of impressions (L1) to the effecting of actions based on understanding relations (L5).
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L | Elements | Function | Essential Process | Puzzle | Error | Locus of Control |
---|---|---|---|---|---|---|
7 | To focus an urge to know. | Channel | What needs to be known? |
Asking the wrong question | Personal Subjective Internal |
|
6 | To maximize conviction. | Justify | Is it true? If it is, why? |
Inherent in the method used | Social Objective External |
|
5 | To enable understanding that supports action | Construct | How does it fit? | Missing the point | Personal Subjective Internal |
|
4 | To provide general application | Conform | How much is it? | Random error | Social Objective External |
|
3 | To apportion value | Arrange | Which is more? | Systematic bias | Personal Subjective Internal |
|
2 | To reduce confusion | Define | Does it exist? | Misconception or Misclassification |
Social Objective External |
|
1 | To make evident what is hidden or unnoticed. | Collect | Is that it? | Misperception | Personal Subjective Internal |
Mathematical Association
L | Elements | Function | Use of Numbers | Use of ' = ' |
Use of ' 0 ' |
---|---|---|---|---|---|
7 | To activate the need to know. | n/a | n/a | n/a | |
6 | To maximize conviction. | To assign a probability | n/a | n/a | |
5 | To enable understanding that supports action. | To formulate |
is a function of e.g. y = f(x) |
Metaphorical e.g. not relevant, not useful. |
|
4 | To provide general application. | To calculate |
is absolutely equal to | Arithmetical zero No quantity Lowest possible value |
|
3 | To apportion value. | To order (or rank) |
is equivalent to | Equi-valent Equilibrium Neutral point |
|
2 | To reduce confusion. | To label |
is identical to | Not used Non-existence |
|
1 | To make evident what is hidden or unnoticed. | To count |
is an example of | Absence Empty set |
Dichotomizing the Hierarchy
While all divisions are possible, two divisions stand out
The lower 5 levels specify (represent) all fundamental forms of representational activity that constitute
.Between L5 and L6
The lower 5 levels are forms of actual representation of the world.
completes the system by connecting examples of any level including its own (but not higher levels). This lower division describes all possible practical and concrete operations of inquiry in the real world.The upper division with 2 levels,
and can be viewed as about stimulating, directing and checking representational activity. They provide a potential for effective representation, and serve as controllers of representation. Here is where choices are made about bigger issues like: what should be represented? what current knowledge can be accepted? how is uncertainty to be reduced?Between L4 and L5
This is generates the standard content v context internal duality which will be explored further in the Tree framework. The lower 4 levels are required to represent the world, the upper three levels are the context, concerned to ensure that representation is meaningful, useful and liable to be correct. Note that scaling is only an issue in regard to content, the lower 4 levels.
Exoteric and Esoteric Inquiry
Although our focus is on rigorous inquiry and scientific studies, it is evident that inquiry occurs beyond academe.
Science is itself an esoteric activity: for those dedicated few (even if in modern times they seem to have become many). However, inquiry and knowledge is exoteric and a concern for all.
The esoteric aspects relate to:
- greater concern for certainty in relation to every step
- engagement with the deep mystery and unknowability of objects of study
- commitment to research methods to bolster or optimize judgement.
An important perspective on the drive for certainty is revealed by an examination of the oscillating duality which deals with the locus of control and the tension between subjectivity and objectivity in any inquiry.
Originally posted: 23-Aug-2015.