Cohesion in a School

Orthodoxy Plus

Philosophy schools are a typical group in being driven by the primal need to associate that is based on a shared reality. Schools are explicit about the most important aspect of their shared reality: the doctrine. If the doctrine splits, there is a schism in the school. This weakens the group and may create confusion in the minds of outsiders in regard to the doctrine.

It follows that there is great concern to ensure everyone in the school is thinking about the doctrine and applying it in their lives in the correct fashion: this is the orthodoxy. The orthodoxy only operates as a social force because adherents have a deep belief in the truth of the doctrine, and have made it part of their identity.

As explained in societal institutions, the sustenance of any group depends on members surrendering to a number of social forces and possessing a number personal states. Each Arena requires a distinctive social force and personal state for cohesion.

In studying societal institutions-Q4, it seemed that all lower level forces and states are also needed. The same cumulative principle seems to apply to philosophy schools-Q5 with orthodoxy and belief being supplemented and buttressed as explained below.

Social Forces

As well as enforcement of an orthodoxy to bind members and ensure school strength and doctrinal perpetuation, adherents are also subject to school demands for the following:

Responsiveness emergent in Families-Q1:

Doctrinal details are the focus for responsiveness. Adherents become ultra-sensitive to statements or actions of others in terms of school expectations. There is an immediate challenge if there is any sign of deviance.

Accountability emergent in Organizations-Q2:

Members of the school are held accountable for any public communication, even if only for insiders. Anything likely to weaken the school or bring it into disrepute, may lead to a request to appear before a senior adherent or special committee in what is equivalent to a disciplinary hearing.

Credibility emergent in Disciplines-Q3:

Just because a view or action accords with the doctrine, it cannot be simply imposed on novices, and should not seem arbitrary. In explaining or applying the doctrine, adherents are required to do so in a way that bolsters its credibility and their own credibility.

Consent emergent in Institutions-Q4:

Adherents should not be passive participants in school activities. They are expected to attend meetings, join in debates and actively consent (or dissent) to doctrinal revisions as well as to membership body rules and procedures.

Personal States

As well as belief in the doctrine and in the importance of its preservation, adherents are also expected to experience the following:

Attachment which binds Families-Q1:

The doctrine is expected to become part of the personality of the adherent. As such, adherents become deeply attached to it and show that attachment in symbolic and practical ways.

Obligation which binds Organizations-Q2:

Adherents should feel an obligation to be positively aware of the doctrine at all times, and to be ready to defend the doctrine if it is misunderstood or disparaged by outsiders.

Enthusiasm which binds Disciplines-Q3:

Schools will only win new adherents if existing members are spontaneously enthusiastic about the doctrine's merits and importance. There should also be active support for the membership organization.

Socialization which binds Institutions-Q4:

Schools commonly have complicated and sometimes lengthy induction and training periods. Indoctrination of new adherents proceeds via studying and learning in groups, attending seminars and workshops, and presenting material. During this time, any deviations or errors are quickly identified and pressure for change is brought to bear.

Member Exclusion

Defection occurs when an adherent becomes disaffected with the doctrine, its development in practice or the operation of the membership body. Either the adherent adopts or creates a competing doctrine e.g. Martin Luther and the reformation; or abandons interest in doctrines e.g. a Catholic nun who becomes an agnostic, or a psychoanalyst who moves to non-specific psychotherapy.

Ejection (or excommunication) from a membership body occurs if the school's organization becomes dissatisfied with the adherents adherence to the doctrine in either word or action..