Introducing Doctrines & Schools

A philosophy school is the name given to the 5th Arena of Association as shown in the PH'5Q layout diagram: click on the thumbnail. Its function is the proper development and secure transmission of fundamental knowledge intrinsic to some portion of reality and essential for the betterment of humanity. This knowledge is called here a «doctrine».

The fundamentals in the doctrine must be become real (i.e. realized) within a person as a deep dynamic awareness that affects their functioning in everyday life. Rather than being just another fact or theory, they are beliefs within a system of thought that appears to have the potential to affect personal and social life for the better.

This notion of philosophy here is akin to that of the ancient Greeks as evident in the etymology: "loving" (Gk: philo-) "wisdom" (Gk:. sophia).

Not Knowledge but Illumination

Every doctrine has its foundation and its rationale in certain ideas and propositions that are called here: fundamentals. The requirement and rationale for joining a philosophy school is to genuinely and deeply realize the essential truth of those fundamentals, and use them to create a better life.

Realization of fundamentals (or fundamental realizations) refers to both the process and the product of work. These fundamentals emerge from an awareness of some seemingly true propositions that have important implications for oneself, wider society, and usually humanity.

Any realization only leads to illumination following considerable mental effort. Once realized, the fundamentals become natural and automatic assumptions. So knowledge in a philosophy is personally meaningful and certain, which is why it affects everyday life. This can be compared to disciplinary knowledge which is impersonal and provisional, and does not need to have an application or be adopted by the research worker involved.

Do not mix up illumination Closedwith:

An illumination changes a person and alters how they go about anything related to it. That is why realizing a fundamental is sometimes referred to as a “change in consciousness” or even as “enlightenment”. Once some fundamental proposition is realized:

  • Its truthful quality appears unmistakable and unchallengeable.
  • Relevant confusions are recognized and dissolved.
  • Commitment leading to related action becomes natural and easy.
  • Puzzlement emerges as to why this awareness was hidden for so long.
  • A feeling arises that others should also see and benefit from this awareness.

Example: Closed Jargon or Clarity

The originator normally seeks to formulate the illumination as a doctrine and share it with others and this is the beginning of a School. The temporal sequence of School formation is provided in the Spiral analysis to follow.

Alternative Theoretical Components

When a new realization is being initially formulated, there is always a theoretical superstructure which becomes part of the doctrine and therefore intrinsic to the school, even if all details are not necessarily required to be illuminated. The essentials of the theory become part of the fundamentals because they explain and justify the illuminating awareness.

For example, if several people obtain a realization more or less independently, they may each create a different theoretical superstructure. Because this superstructure grounds a school, the result will be the formation of multiple schools.

Example:  ClosedTreat the Family

When alternative theoretical positions show up later in the evolution of a school, the common result is a schism. The Reformation within Christianity, for example, led to a Protestant Church distinct from the Catholic Church.

Terminology

A school is constituted by adherents who believe the doctrine. So a philosophy school refers to people who share a particular doctrine; and a “school of thought” is a "school of adherents", not a building or an academic department.

The intellectual structure containing the “fundamentals” has been given a variety of names: “teaching”, “doctrine”, “philosophy”, "ideology". Each of these terms has developed a penumbra of meanings. For some, “doctrine” may seem threatening, and “philosophy” may seem arcane or academic. Doctrine is the THEE formal name, but Teaching seems more innocuous and is an alternative, while philosophy is also useful. Terms will be chosen to assist the flow of the exposition.

“Doctrine”, is the preferred formal name, preferred due its associations with philosophy and spirituality. The term evokes notions of creeds, dogmas, canon. These are beliefs that have to be learned by rote even if barely understood. It is the root of indoctrination which suggest brainwashing, propaganda and the like.

“Teaching”, has been chosen as an alternative formal name because it evokes notions of instruction, guidance, learning and a body of useful or beneficial knowledge. To distinguish Teaching as a formal name from the general verbal meaning of teaching (i.e. of a skill or body of knowledge), it will be capitalized: Teaching.

“Philosophy” evokes notions of abstruse reasoning, detailed argumentation, profound wisdom, and abstract metaphysical schemes taught within academic departments. While seemingly less nefarious than doctrine, most people skirt engagement with philosophy.

“Ideology”, literally meaning ‘study of ideas’, became popular following its use by the two Karls, Marx and Mannheim. As a result, it evokes politics, authoritarianism and prescriptive principles unsupported by evidence. Ideological principles-PH"6G223 are a form of "ethical authority" found in the Purpose Domain and constituted by tenets-PH"6L3 plus rights and duties-PH"6L4. See more here.

Belief and Faith

Fundamental realizations must reach into the deepest parts of the self. A doctrine is at its base about knowing for oneself, by oneself and through oneself that some essential principle of social life or personal existence is true.

When you become aware of something you believe that awareness unless you have reason to suspect deception or mental dysfunction. So illumination leads to belief. It may also generate faith, in the sense of trust. There is a context of faith or trust based in an overarching belief in human reason and dignity.

ClosedLocating "Belief" and “Faith” in the Taxonomy

Faith is found as the core stabilizer in Transpersonal Existence (PH'4-L7). When your mental state is stabilized by a sense of a spiritual dimension with which one should fuse, then the importance of spirituality becomes a matter of personal belief and faith. Such faith says little about truths of human existence and more about the way a person maintains an inner equilibrium so as to function effectively in daily life.

There is a distinction between "belief"—which can function as a purpose-PH6 L6P or as a tenet-PH"6L3 or as an expression of willingness-PH7L2—and "belief in" which is akin to faith as a transpersonal stabilizer. There is also a distinction between "faith" as a stabilizer and "faith in" which is akin to trusting-PH7L7.

While adherents to a school are expected to be loyal and faithful to its doctrine, faith as a transpersonal state does not play a central part in this framework.

If a doctrine is defined as ideas or principles laid down by an authority as incontrovertibly true, then those who are taught find themselves in a strange position. Are they allowed to decide for themselves whether it is true? Or are they to activate a state of faith (or belief) regardless of reason or evidence.

ClosedMore on Religious Teachings

Religions with their desire for hierarchical control over members emphasize faith to prevent conflict, schisms, heresies, and apostasy. In such social groups, indoctrination is the norm and any deviation or critique of the Teaching is criticized as a lack of faith. The only exception is criticism developed under strictly controlled conditions, as would be found in a theological college.

While study of religious materials can lead to a fundamental realization, members of religions are rarely encouraged to use their own judgements about fundamentals. Instead they are expected to hold to given essential ideas “as a matter of faith”. Such principles are best labeled tenets within a dogma or creed (PH"6-L3).

Not surprising, fundamental realizations often play a big part in leading a person to abandon faith-based creeds or to create a radical reinterpretation of their initial indoctrination. Martin Luther is a historical example, Karen Armstrong a contemporary one

After getting a fix on the Fundamentals found at L1, we can consider work at all the higher levels:

A question soon emerges about any doctrine and its fundamental realizations:

Originally posted: 15-Jul-2022. Last updated: 20-Mar-2023.