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 philosophy school and its doctrine.

The responsibilities in focus in this Q5-Arena 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.

Review:  The Essence of Work

Any doctrine locates itself in some area of personal functioning and social life. Work within a philosophy school may look very different to work in organisations-Q2, disciplines-Q3 or other PH'5Q-arenas. 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 intending-RL6 and acting-RL1, but involving all the other Levels of Endeavour-RH,
&
•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. ClosedMore

Applying the Use of Language Framework

The Q-expansion of methods for using language has 28 levels of work in all, and the Philosophy School arena requires work to be done specifically at Levels 17 to 23, as diagrammed earlier and shown in the THEE Path.

  • The lower 4 levels of language for work use Gestalt-L'5 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 Logical-L'6 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 Application PH'5-L6γ or
PH'5Q5-L7
L6
(LL22) 		6β: Appraising via naming/formulae underpins Revision PH'5-L5β or
PH'5Q5-L6
L5
(LL21) 		6α: Asserting via naming/formulae underpins Guardianship PH'5-L5α or
PH'5Q5-L5
L4
(LL20) 		5δ: Developing multiple systems via gestalt-awareness underpins Membership PH'5-L5δ or
PH'5Q5-L4
L3
(LL19) 		5γ: Systematizing via gestalt-awareness underpins Dissemination PH'5-L5γ or
PH'5Q5-L3
L2
(LL18) 		5β: Appraising via gestalt-awareness underpins Mentoring PH'5-L5β or
PH'5Q5-L2
L1
(LL17) 		5α: Asserting via
gestalt-awareness 		underpins Realization PH'5-L5α or
PH'5Q5-L1

Levels Producing Doctrines & Schools

L1: Work on Realization 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

L2: Work in Mentoring 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.

L3: Work of Dissemination 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.

L4: Work of Membership 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.

L5: Work of Guardianship 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.

L6: Work of Revision 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.

L7: Work of Application 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 organisations-Q2 may be tiny—think of a corner shop—so a school-Q5 may be tiny and not get past L2. Examples are provided later in the section on how schools get established.

ClosedThe Founder's Doctrine

Having clarified the fundamental illumination which gives philosophy schools their distinctive quality:

Originally posted: 15-Jul-2022. Last updated: 20-Mar-2024.