Overview of Schools
All work relates to human needs, and therefore to personal survival and to communal strength—otherwise it would not be taken seriously—and this also applies to work to sustain a and its .
The responsibilities in focus in this involve ensuring that certain fundamental truths about some area of psychosocial existence are formulated, disseminated and perpetuated so as to ultimately benefit each and all.
Reminder: Work is Psycho-Social
Review: The Essence of Work
Any locates itself in some area of personal functioning and social life. Work within a may look very different to work in , or other . But stripped to its fundamentals, work is everywhere the same: intrinsically psychosocial and therefore presenting in two ways:
•as a mental activity built most obviously around and , but involving all the other ,
&
•as a social obligation to produce a real-world output of value i.e. to change reality in some fashion required and recognized by others.
So the work demand placed on a person—essentially that of exercising discretion and making judgements autonomously—applies here just as in other arenas. More
Applying the Use of Language Framework
The Q-expansion of has 28 levels of work in all, and the arena requires work to be done specifically at , as diagrammed earlier and shown in the THEE Path.
- The lower 4 levels of language for work use methods, meaningful patterns of human experience viewed as a whole, which generate an awareness that confers belief.
- The upper 3 levels of language for work use methods, names or formulae that capture and refer unequivocally to elements of reality.
The Table below shows the language correspondences with suggested work labels and formulae explained a little more below and in detail in the topics to follow.
| PH'5QH5 | Use of Language | Work to be Done | Formula | |
|---|---|---|---|---|
| L7
(LL23) |
6γ: Systematizing via naming/formulae | underpins | PH'5-L6γ
or PH'5Q5-L7 |
|
| L6
(LL22) |
6β: Appraising via naming/formulae | underpins | PH'5-L5β
or PH'5Q5-L6 |
|
| L5
(LL21) |
6α: Asserting via naming/formulae | underpins | PH'5-L5α
or PH'5Q5-L5 |
|
| L4
(LL20) |
5δ: Developing multiple systems via gestalt-awareness | underpins | PH'5-L5δ
or PH'5Q5-L4 |
|
| L3
(LL19) |
5γ: Systematizing via gestalt-awareness | underpins | PH'5-L5γ
or PH'5Q5-L3 |
|
| L2
(LL18) |
5β: Appraising via gestalt-awareness | underpins | PH'5-L5β
or PH'5Q5-L2 |
|
| L1
(LL17) |
5α: Asserting via gestalt-awareness |
underpins | PH'5-L5α
or PH'5Q5-L1 |
Levels Producing Doctrines & Schools
involves asserting (α) certain fundamental ideas emerging from personal reflection, knowledge and experience.
This enables creation of a doctrine and provides the grounding of a school
involves appraising (β) the application of fundamentals in a particular circumstance by another person seeking awareness.
This enables induction into the doctrine and is the basis for flourishing of a school.
involves systematizing (γ) fundamentals in order to spread the ideas to unknown individuals in wider society.
This enables teaching and propagation of the doctrine and is the means for expansion of a school.
involves developing multiple systems (δ) to formally organise diverse adherents, diverse aspects of the doctrine and diverse ways to develop and sustain the doctrine.
This enables protection of the doctrine and is the basis for the institution of a school.
involves asserting (α) fundamentals as formulae that must be accepted by all adherents and especially adherents-to-be.
This enables control of the doctrine and provides leadership of a school.
involves appraising (β) existing accounts of fundamentals and adjusting them in the light of logical and meaningful parameters.
This enables updating and extension of the doctrine and is the basis for development of the school.
involves systematizing (γ) the doctrinal essences so that they can be generalized to illuminate situations or events outside the school's initial concerns and can benefit others in wider society.
This enables social benefits from the doctrine and leads to cultural acceptance of a school.
For an alternative view of L7, see here.
Note: A school does not require every level to be realized. Just as may be tiny—think of a corner shop—so a may be tiny and not get past L2. Examples are provided later in the section on how schools get established.
Having clarified the which gives their distinctive quality:
- Proceed to examine the work activities at each level.
Originally posted: 15-Jul-2022. Last updated: 20-Mar-2024.