All PH-L6s involve Purpose-RL6

Colour-coding in this Topic: Orange refers to THEE terminology. Blue refers to THEE-names for specific cells or frameworks. Maroon refers to the Root Level phenomena and pressures which are presumed to be intrinsic to their function.

Proposition

The function of every PH•Level-6element has Purpose-RL6 as an intrinsic necessary, but often implicit, feature.

As proposed in the Review, each entity is therefore subject to a autonomy pressure.

What about the other Root Levels?   Any of the other RLs may occur but they are not necessary, and by themselves they would not be enough to enable the function. Further explanations will be offered where there might be confusion.

Note: The elements examined below are not equally well understood.

In Willingness-PH7

Element	Function: Provisional Formulation
L6-Valuing Learning	To acquire additional knowledge and skills despite difficulties, uncertain relevance and inherent errors.

PH7-L6: Learning is about a readiness to acquire new knowledge or skills. In all cases, there is uncertainty about whether what is learned will be applicable and there is often difficulty in assimilation of the new. If there is no purpose, then learning does not occur and cannot occur. When learning is required, your goals and values provide the essential motivation.

Example: Learning needs to continue long after formal schooling ends but this depends on individuals recognizing the importance of actively seeking to remain up to date and acquire new skills.

Alternatives:

Learning activates other PH7-willingness functions. However, it has no intrinsic requirement for taking action-RL1, making inquiries-RL2, instituting change-RL3, using experience-RL4, or communicating-RL5—except to support the active purposes.

In Purpose-PH6

Element	Function: Adjusted Formulation
L6-Adhering to a Value System	To firmly believe interlinked valued ideas ordering understanding within a social domain.

PH6-L6: Adhering to a value system is about using ideas thought to be good in principle to govern and direct deliberate interactions and activities within a part of personal, social and/or work life. So it is dependent on purposes.

Examples: A person is born in judaism. A student becomes a marxist. A politician upholds capitalism. The doctrine is manifested as personal beliefs and shows up in many associated values and purposes, and governs choices within many endeavours.

Alternatives:

Value systems are followed through choices of values and goals at other levels of purpose-PH6. However, except in relation to these, value systems do not necessarily involve taking action-RL1, making inquiries-RL2 instituting change-RL3, using experience-RL4, or communicating-RL5.

In Communication-PH5

Element	Function: Current Formulation
L6-Assigning a Meaning	To embed a sense of something in a message: within a specific context, the sender generates it and the recipient attributes it.

PH5-L6: Meaning is the intention of a communication. It is the controlling part and is just a potential for communication until it is turned into specific content through use of elements at lower levels.

Example: If your goal is to get a particular job, you ensure everything that you say and do when interacting with your potential employer conveys this meaning.

Alternatives:

Meaning activates and depends on use of other elements of communication-PH5. However, assigning meaning does not intrinsically involve taking action-RL1, making inquiries-RL2, instituting change-RL3, using experience-RL4, or being willing-RL7.

In Experience-PH4

Element	Function: Provisional Formulation
L6-Integrating an Identification	To organise and shape experiences that constitute the self.

PH4-L6: Identifying is the way you create a personal future for yourself. It ensures your identity will evolve in a particular direction that facilitates relevant endeavours. So it necessarily involves setting or knowing your values and goals. Charismatic individuals may encourage identification by others but they will only be seduced if they hold similar values.

Example: A young man who wants to help others and is distressed by the ills and cruelties in the world will look at what others are doing to gain direction. Certain people then become models who shape his adult development.

Alternatives:

Identification activates and depends on other elements within experience-PH6. However, it is an internal process that does not necessarily require taking action-RL2, making inquiries-RL2, instituting change-RL3, communicating-RL5, or being willing-RL7—except insofar as they are relevant to the purposes.

In Change-PH3

Element	Function: Provisional Formulation
L6-Generating a Representation	To depict an existing state and/or a desired new state.

PH3-L6: Representing involves purpose because any state of affairs is perceived and defined by your values and goals. Different approaches to modelling may be used, each serving different purposes.

Example: If your purpose in running an organization is to maximize harmony, then you will model potential conflicts and how they may be resolved. If your purpose is to maximize efficiency, then you will model a structure with clear roles and accountability.

Alternatives:

Representing activates and depends on other elements of change-PH3. However, it does not necessarily involve taking action-RL1, making inquiry-RL2, using experience-RL4, communicating-RL5, or being willing-RL7.

In Inquiry-PH2

Element	Function: Provisional Formulation
L6-Justifying a Judgement	To explain the basis for certainty in regard to specific knowledge claims.

PH2-L6: Judgement involves purpose because it is always necessary to use rules and values when reaching a judgement. The primary requirement is to ensure that the offered judgement can be justified by identifying and appealing to these.

Example: In courts of law, judgements are reached based on arguments presented, and following application of a range of ethical rules and principles. Explanations of the judgement relate to these as well as to the goals of the judicial process.

Alternatives:

Judging activates and depends on other aspects of inquiry-PH2. However, It does not intrinsically involve taking action-RL1, instituting change-RL3, using experience-RL4, communicating-RL5 or being willing-RL7. So these other Root Levels are only present as part of the context.

In Action-PH1

Element	Function: Provisional Formulation
L6-Determining a Choice	To provide the commitment to initiate, sustain and control action.

PH1-L6: Choosing involves purpose because any choice requires some rationale, whether vague or powerful, and a determination to follow it through. Tossing a coin is a method may look like an avoidance of choice. However, it only works if you are determined to accept or reject the result i.e. the toss result determines your choice. The implication of this is that is not possible to make choices satisfactorily without recognition of your own values and goals.

Example: Faced with purchase of a new car, you have to determine at a certain point whether or not to proceed. That choice will depend on whether the car meets your values and goals e.g. in terms of price, convenience, economy, reliability, prestige, driving enjoyment.

Alternatives:

Choice activates and depends on other elements of action-PH1. However, it does not intrinsically involve making inquiry-RL2, instituting change-RL3, using experience-RL4, communicating-RL5, or being willing-RL7. Once again, many of these levels will be activated in clarifying whether or how your purposes will be met. The other Root Levels are also active in the over-arching endeavour. However, choice itself depends solely on whether and how your purposes are supported.

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• Continue to explore all PH-L7's.

Initially posted: 19-Jul-2013