Review School Functioning

Recap the Account

Q5sH-G1: Engagement of your self over 7 levels of responsibility.

However, a school is not a set of individuals but a group built around belief in a doctrine.

Q5sH-G2: 6 arenas of fidelity to the doctrine foster collegiality.

However, a school only functions in the real world as a group if its members are willing to take on roles.

Q5sH-G3: Involvement in school life generates 5 roles to be filled.

However, operation of a school remains uncertain if it does not have a recognized place within society.

Q5sH-G4: Claims for social recognition are based on 4 aspects of presence.

Recognition of a school in society is built around a formally registered membership institution. This means at minimum a bureaucratic acceptance of the school's existence and a record of its continuance. Doctrinal developments reveal a vitality, and the provision of beneficial applications ensures respect.

However, social commentary on the doctrine incorporates biases and currently fashionable ideas, which is liable to weaken the school.

Q5sH-G5: 3 expressions of identity emerge from upholding the orthodoxy.

Orthodoxy is what distinguishes school members from outsiders who play with doctrinal principles. Members are proud to pronounce themselves as believers. Evangelists seek to spread the orthodoxy and convert people. Relatively few publicize and promote the orthodoxy as popularizers. The requirement in all cases is that communications are sensible and acceptable in the context.

However, the orthodoxy is invariably incomplete and current formulations and applications can become insufficient or unsatisfactory over time.

Q5sH-G6: Schools must rise to 2 forms of challenge and permit development.

Challenges may come from within—inconsistencies, confusions, incoherences, or omissions in the doctrine—which leads to theoretical innovation. Or it may come from without—events, situations, social changes—which relate to the school and cannot be simply ignored. This leads to incorporation of the phenomenon in the doctrine.

However, schools can be subject to internal deterioration of standards and irrational social dissatisfaction.

Q5sH-G7: Doctrines embodying truths must be constantly revitalized.

Doctrines are esoteric and become very complex on close inspection. Maintenance of the doctrine is continually required and this flows from the simultaneous attention to all 7 levels of responsibility with the qualifiers provided.

This brings us to the end of what is possible and required by a school in order to function effectively.

Now see the diagrams and a tabular summary below.

Components of a Functioning School of Philosophy

The full picture of the structural hierarchy is shown below.

Here is a listing of the qualities associated with g-levels within components.

 

Oscillation

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.

The oscillating duality present in the functioning of a school appears to be based on whether the Requirement (Grouping)is primarily:

• self-driven i.e. dependent on the interest and initiative of the individual adherent;

OR

• a group-driven i.e. dependent on other adherents or the school as a whole.

G1-Self-Engagement is self-driven, because responsibility is a personal matter and each person must handle their core sense of self.

G2-Collegiality is group-driven, because it depends on the involvement of numbers of people, sometimes quite large numbers.

G3-Involvement is self-driven, because the adherent is expected to choose a particular role within the school based on their own enthusiasm.

G4-Recognition is group-driven, because the school as a whole has to be concerned with this, and society does not recognize individual adherents.

G5-Orthodoxy is self-driven, because the components here are forms of personal identity, which the group cannot determine.

G6-Development is group-driven, because it concerns the school as a whole and the development of its doctrine for all adherents.

G7-Revitalizationis self-driven, because the conviction of truth is a property of each individual adherent.

Tabular Summary

G#	Label	Function	Psychosocial Pressure	Oscillation	Qualifier
G7 Heptad	Revitalization based on Truth	To maintain the doctrine as a valuable contribution to humanity.	Selflessness	Self-driven	Confident
G6 Hexads	Development based on Challenge	To improve the doctrine in its sophistication and coverage.	Well-Being	Group-driven	Controversial
G5 Pentads	Orthodoxy based on Identity	To proclaim the orthodox version of the doctrine.	Acceptability	Self-driven	Sensible
G4 Tetrads	Recognition based on Presence	To establish the school as a functioning part of wider society.	Certainty	Group-driven	Overt
G3 Triads	Involvement based on Role	To enable effective school organisation and activities.	Performance	Self-driven	Resolute
G2 Dyads	Collegiality based on Fidelity	To create a group with the doctrine as its shared reality.	Understanding	Group-driven	Forceful
G1 Monads	Your Self based on Responsibility	To have adherents who are fully committed to the school and its doctrine.	Autonomy	Self-driven	Genuine

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Having considered the functioning of a school, we are in a position to look at how members participate in school life.

• Continue to the dynamics of participation in a school which is the Tree based on the requirements of functioning (i.e. the top row in the structural hierarchy).

Originally posted: 28-Apr-2024