Oscillation Pattern

Somewhat unusually, it seems possible to identify several oscillations.

THEE Note

All THEEhierarchies show an oscillating duality in which the odd Levels and even Levels take up polar opposite positions on some essential aspect of the phenomenon. This oscillation ensures that the Levels exhibit sharp disjunctions and do not merge diffusely into each other.

Public or Private

The work levels appear to show an odd-even duality based on whether the work is primarily:

• a public activity i.e. inevitably and desirably exposed to wider society;

OR

• a private activity i.e. optional, personal, and oriented to other adherents.

L1-Realization is a public choice, because once it occurs, the adherent is marking themselves out in society as particular sort of «believer».

L2-Mentoring is a private choice, because it is optional and the work can be performed confidentially.

L3-Dissemination is a public choice, because the adherent is associating themselves with the doctrine in a public setting.

L4-Membership is a private choice, because joining is a private matter and taking on an executive or committee role is also optional.

L5-Guardianship is a public choice, because guardians become the public face of the school, and adherents openly defer to them.

L6-Revision is a private choice, because scholarly work is optional and is published for consumption by adherents.

L7-Application is a public choice, because the goal is to generalize the doctrine so as to create visible social benefits.

Autonomy or Dependence

There does appear to be an odd-even duality in the hierarchy of responsibilities in a School, which we can label: intrinsic vs extrinsic—which aligns with the duality in responsibility for societal institutions.

• Odd levels can be labeled intrinsic, meaning the work to be done is an internal matter deriving from personal autonomy.
• Even levels can be labeled extrinsic, meaning the work to be done depends on the willingness of others or the system.

L1: Realizing Fundamentals is intrinsic and requires autonomy: because they are a matter for each person who must functioning in a genuine way.

L2: Personalized Mentoring is extrinsic: because it depends on others being willing to be mentored.

L3 Standardized Dissemination is intrinsic: because any adherent can engage in such an activity by publishing, using social media, giving talks.

L4 Formalized Membership is extrinsic: because it requires following the rules and procedures of a body controlled by others.

L5 Recognized Guardianship is intrinsic: because there is all adherents are expected to be guardians of the doctrine.

L6 Authorized Revision is extrinsic: because while the work is personal authorization of that work as worthy is a matter for the school's leadership as well as adherents in general.

L7 Generalized Application is intrinsic: because any adherent can choose to apply doctrinal principles outside the narrow focus of the school.

Acceptance or Initiative

A slightly different oscillating duality was identified in the Organisation-Q2 Arena in relation to managing complexity. It appears to apply here in the form of oscillating challenges in doctrinal establishment. Plotting the duality on the Spiral shows two diamonds: acceptance-adaptation applies to the odd levels, and inquiry-initiative applies to the even levels.

Explanations are provided in the diagram below:

Comparison of the 3 Dualities

It appears that:

odd-levelswhich are private and intrinsic-autonomousalso call for acceptance-adaptation.
and
even-levels which are public and extrinsic-dependent also call for inquiry-initiative.

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• Investigate cohesion of a school.
• Consider science as an example of establishment.
  

OR

• Continue to the next section: perpetuation of the school and its doctrine.