Communication Domain: 

Arenas for Associating (PH'5Q•)

Overview

The Arenas for Associating are about responsible work-in-role.

The 7 Q-Arenas are each presented briefly here.

The pairing of these Arenas is explained here.

The Tree of the 7 Arenas is proposed here.

Below, shows diagrams related to each of the Arenas.

a) the Types in the Arena

b) the Spiral of Growth of the Arena

c) the Tree of the Arena

The Arena Hierarchy/Tree also leads to a structural hierarchy and its Tree, but these are currently undeveloped except for Q2-Formal Organisations.

The formulations below are brief preliminary propositions. Being at an early stage of drafting, they need expansion, refinement and improvement.

«Formal Organisations» as the Initial Posted PH'5Q Arena

An Organisation was the first discovered "arena of associating", long before the notions of 'Arenas' or 'Q-expansions' or 'associating' had been developed. Work is taken for granted in organisations, but a moment's reflection tells us that any permanent association requires people to work at it...otherwise it just collapses.

Organisations turned out to be PH'5Q2 and required to produce concrete or tangible goods or services, through the use of limited resources. It is the where work is paid for.
See these PH'5Q2 Frameworks.

Subsequent Postings of PH'5Q Arenas (2023)

Currently posted in Frameworks for Development:

Q4: Societal Institutions

Q5: Philosophy Schools

Frameworks for the remaining four PH'5Q Arenas—Q1, Q3. Q6, Q7—will be posted in due course, and notes in relation to them are posted below.

Comparing the Arenas

PH'5	Arena Label	Shared Reality	Becoming a Member	Examples	Social Force for Cohesion	Personal State for Cohesion	Cause for Member Exclusion	Relation to Similar Groups
•Q7	Artistic Event	Tangible entity	Passionate participation, paid or voluntary.	Concert, opera, art exhibition	Dedication	Faith	Incompatibility	Coexistent
•Q6	Spiritual Tradition	Abstract entity	Preparedness to embrace the symbols.	Kabbala, Buddhist, Sufi	Connection	Attunement	Desecration	Coexistent
•Q5	Philosophy School	Abstract entity	Conviction of importance for humanity.	Existentialism, Psychoanalysis, Catholicism.	Orthodoxy	Belief	Heresy	Coexistent OR  Competitive
•Q4	Societal Institution	Diffuse system of social bodies.	Intrinsic to a person's civil rights and civic duties.	Education, The Economy, Welfare, Healthcare.	Consent	Socialization	Disruption	Compete for attention and social resources.
•Q3	Academic Discipline	Social entity established extra-legally.	Qualifications and contributions.	Physics, History, Mathematics, Sociology.	Credibility	Enthusiasm	Deceit	Coexistent & Competitive
•Q2	Formal Organisation	Legal entity defined by its mission.	Voluntary skill-based application leading to appointment.	Business. Voluntary ass'n Regulatory agency	Accountability	Obligation	Incompetence.	Competitive OR Cooperative OR Coexistent
•Q1	Family Household	Natural entity constituting society.	Emotional choice.	Family, foster home, some communes	Responsiveness	Attachment	Irresponsibility	Coexistent and Communal

 

 

PH'5	Arena Label	Focus of Group	Boundary Unitary Quality	Size	Evolution	Member Entry-Exit	Leaders
•Q7	Artistic Event	Tangible entity	Societal initially but potentially trans-cultural.	Small and must be managed	Time-limited but may evolve during lifetime.	Suitability and dedication.	Creative director.
•Q6	Spiritual Tradition	Abstract entity	Trans-national Diffuse	Can become very large.	Highly conservative	By submission to the system.	Founder even after death.
•Q5	Philosophy School	Personally-created entity	Trans-national Fissiparous.	Small to large and unmanageable.	Cautiously enabled.	Via voluntary commitment.	Founder and subsequent guardians.
•Q4	Societal Institution	Diffuse system of social bodies.	Societally bounded. Ill-defined, diffuse and ever-changing boundaries as part of evolution within society.	Very large and unmanageable	Expected but resisted or channelled by vested interests.	Both service deliverers and users are members.	No leaders
•Q3	Academic Discipline	Social entity established extra-legally.	Ill-defined but static. Subdivides to form sub-disciplines,combines to form inter-disciplines.	Small to very large and unmanageable.	Expected and welcomed	Informal entry and exiit, based on activities and interests.	Informal recognition, multipolar, use of committees.
•Q2	Formal Organisation	Legal entity defined by its mission.	Defined and explicity but can coalesce via acquisition, merger or fusion in a conglomerate.	Small to large but always expected to be manageable	Disliked but embraced	Entry and exit is common, expected and controlled.	Formal appointment
•Q1	Family Household	Natural entity constituting society.	Definite and extendable: forms clans, tribes, networks.	Small nuclear but can extend and must be manageable.	Disliked and resisted.	Birth and death via social custom. Expulsion is possible.	Informal, custom-based

 

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Q1: Family-Household

The family that lives together forms a household consisting of individuals with distinct personalities and practical needs that must be met for personal survival.

L	Ways to Sustain a Family TET	Stages in Strengthening Family Continuity Spiral	Work Hierarchy in the Family Tree
7	Uphold Values	Family Values	Values
6	Acknowledge History	Shared History	Using History
5	Review Responsibilities	Evolving Responsibilities	Taking Responsibility
4	Mark Maturation	Social Maturation	Planning
3	Accommodate Members	Distinctive Individuation	Politics
2	Handle Crises	Continuous Coping	Administration
1	Provide Care	Emotional Care	Practices

Ways to Sustain a Family-Household (PH'5-Q1t)

Ways to sustain a family were developed from the application of styles to the Typology. The ways are distinctively different and a matrix comparing properties needs to be developed.

The ways can be plotted according to whether they have high or low concern for the family's social integration (X-axis) and to support family members (Y-axis).

As usual, the ways fall into four quadrants. Approaches in diametrically opposite quadrants engender a degree of antagonism. UR are symbolic and general, while the LL are practical and specific; LR is based in emotion, while UL is based in thought.

The inner circle defines practical, tangible forms of work.
The outer circle defines more indirect, intangible forms of work.
The two circles fuse in the provision of care which needs to be both practical and intangible.

The arrows indicate natural tendencies to increase family cohesioni.e. physical care is best handled from a developmental perspective; maturational events are best marked by expressing family values; member differences are best accommodated when viewed in a historical context; and coping is more effective if responsibilities are appropriate.

Stages in Strengthening Continuity of Family Life (PH'5-Q1C)

In this framework, the ways to sustain a family-household, having been plotted, are then viewed as modes of family interaction.

These modes comprise distinctive sets of principles and values for ensuring all members take family life seriously, together with assumptions about a variety of associated family situations. Together they spell out what is required for family members to foster the well-being of each and all.

Family life depends on emotional care (μ1) that meets the needs of all family members.

The foundation of care (μ1) is physical, but this can be disrupted by events and Cycle-1 modes progressively deals with disruptions, firstly by continuous coping (μ2), then by ensuring individualization (μ3), and finally by adjusting to life-events and fostering member maturation(μ4).

In Cycle-2, the last three modes progressive enhance family cohesion, initially by fairly allocating responsibilities (μ5) in the light of changes, then by creating a shared history (μ6) for reference, and finally by affirmation of socially relevant family values(μ7).

Family continuity demands progression from a focus on survival to creation of an enduring and socially responsible unit. Emotional care moves its orientation from purely physical needs through social needs to developmental needs.

Drivers for the evolutionary progression through these modes appear to be: (a) member developmental pressures, (b) family aspirations, (c) social expectations, and (d) limitations of each Stage.

Dynamics of Responsiveness for Family Maintenance (PH'5-Q1HK)

As usual, a Tree can be created from the essence of each of the 7 modes and this provides for dynamics of responsiveness which is essential for family work to be effective across all levels.

The dynamic duality to be applied is personal/individual v social/familial.

The internal duality revealed is cohesion/strength v effectiveness/viability.

The psychosocial pressures are understanding as the underpinning force derived from Communication-RL5 and not shown in the diagram, and then performance based on the Q1 position, and finally autonomy (from Concrete-PH'5L1 language) and certainty (from Associative-PH'5L2 language).

Q1sH:  Not investigated: Name Unknown

Q1sHK: Not investigated: Name Unknown

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Q2: Formal Organisation

Formal organisations are enterprises set up to deliver a mission using available resources. This category covers all associations that have been formally established: profit and non-profit, commercial, voluntary, and governmental. A taxonomic categorization into 10 types is provided in Ch.11 of Working with Values.

Ways to Control an Organisation (PH'5-Q2t)

These are described as Methods for Managing in the Work in Organizations Satellite.

Stages in Strengthening the Impact of an Organisation (PH'5-Q2C)

These are described as Strengthening the Organization of Work in the Work in Organizations Satellite.

Levels of Work in Organisations (PH'5-Q2H)

These formulations are essential for structuring organisations into management levels. See details in the Work in Organizations Satellite.

Dynamics of Accountability in Organisations (PH'5-Q2HK)

This Tree explains necessary managerial relationships between Levels in an organisation. See details in the Work in Organizations Satellite.

Organization of Management in an Organisation (PH'5-Q2sH)

This structural hierarchy integrates the work-to-be-done in an organisation and defines expectations and obligations of management and employees. See details in the Work in Organizations Satellite.

Dynamics of Participation in an Organisation (PH'5-Q2sHK)

This Tree explains socio-emotional states and the interaction of morale and productivity. See details in the Work in Organizations Satellite.

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Q3: Academic Discipline

Academic disciplines are associations of individuals committed to the study of a particular aspect of reality in particular ways.

Any discipline exists apart from organisational forms like academic departments, or research institutions. Roles indicating seniority and calibre like "Lecturerer"or "Professor" do not belong to the discipline but to these organisational forms.

L	Ways to Contribute to a Discipline TET	Stages in Strengthening Disciplinary Significance Spiral	Work Hierarchy in an Academic Discipline Tree
7	Communicate Implications	Social Implications	Implications
6	Analyse Issues	Unresolved Issues	Issues
5	Articulate Knowledge	State-of-the-Art Knowledge	Knowledge
4	Construct Programs	Coherent Programs	Programs
3	Design Projects	Rigorous Projects	Projects
2	Develop Methods	Valid Methods	Methods
1	Offer Peer Review	Impartial Peer Review	Peer Review

Ways to Contribute to a Discipline (PH'5-Q3t)

Ways to contribute to a discipline (PH'5Q3t) were developed from the application of styles to the Typology. The ways are distinctively different as evidenced in the matrix below.

The ways were then plotted according to whether their focus is high or low on producing knowledge(X-axis) and on methodological issues (Y-axis).

As usual, the ways fall into four quadrants. Approaches in diametrically opposite quadrants engender a degree of antagonism. UR are publicized, while the LL is internalized; LR is regulatory, while UL is productive.

The inner circle is about research process and practice.
The outer circle is about standards and scholarship.
The two circles fuse in peer review which affects both practice and standards.

The arrows indicate natural preferences for guidancei.e. programs are guided by social implications; projects are guided by issues that need addressing; methods are guided by current knowledge; and peer review feedback is guided by editorial standards.

Stages in Strengthening Significance of a Discipline (PH'5-Q3C)

 

In this framework, the ways to contribute academically, having been plotted, are then viewed as modes of disciplinary scholarship.

These modes comprise distinctive sets of principles for the continuing production of credible knowledge by disciplinary members. Together they spell out what is required for the discipline to become socially significant.

Disciplines depends on peer review (μ1)for confidence about the validity of knowledge, even if it can be biased or faulty.

Cycle-1 modes progressively strengthens confidence in findings, firstly by determining valid methods (μ2), then by ensuring well-designed projects (μ3), and finally by setting these within a program of study (μ4) to facilitate synthesis and interpretation.

In Cycle-2, the last three modes progressively improve programming of inquiries, initially by reference to state-of-the-art knowledge (μ5), then by identifying unresolved issues (μ6) , and finally by highlighting social implications (μ7).

A significant discipline demands progression from an inward-looking group of self-selected colleagues to a socially open society of scholars. Peer review moves from informal feedbackthrough formal citationto input via editorial boards.

Drivers for the evolutionary progression through these modes appear to be: (a) scholarly passions, (b) disciplinary challenges, (c) social needs, and (d) limitations of each Stage.

Levels of Work in Disciplines (PH'5-Q3H)

These formulations are essential to clarify roles within discipline related organisations e.g. academic departments, intellectual product businesses.

Unpublished Draft: Strengthening Organisation and Management of Intellectual Product Businesses (1999). Download here.

Dynamics of Credibility in Disciplines (PH'5-Q3HK)

As usual, a Tree can be created from the essence of each of the 7 modes and this provides for dynamics between the determinants of operational improvement.

The dynamic duality to be applied is the usual personal/individual v social/structured.

The internal duality is suggested as current findings v new investigations.

The psychosocial pressures are understanding as the underpinning force derived from the Communication-RL5 and not shown in the diagram, and then acceptability based on the Q3 position, and finally performance (from Conceptual-PH'5L3 language) and understanding (from Universal-PH'5L4language).

Compare Related Discipline-related Hierarchies

Discipline Structural Hiearchy (PH'5-Q3sH)

Not investigated.

Discipline Structural Hierarchy Tree (PH'5-Q3sHK)

Not investigated.

 

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Q4: Societal Institution

"Societal institution" is the formal name given to associations that meet specific needs of people living within a well-defined governed territory. The phenomenon is explained here.

L	Ways to Impact a Societal Institution TET	Stages in Strengthening Pressure for Change Spiral	Work Hierarchy in a Societal Institution Tree
7	Demand Transparency	Demanded Transparency	Transparency
6	Challenge Perspectives	Challenged Perspectives	Perspectives
5	Highlight Statistics	Highlighted Statistics	Statistics
4	Construct Narratives	Constructed Narratives	Narratives
3	Analyse Issues	Topical Analyses	Issues
2	Discuss Remedies	Discussed Remedies	Remedies
1	Promote Interests	Promoted Interests	Interests

Ways to Affect an Institution (PH'5-Q4t)

These are described here in the Societal Institutions Satellite.

Stages in Strengthening Pressure for Change (PH'5-Q4C)

These are described here in the Societal Institutions Satellite.

Dynamics of Consent for Institutions (PH'5-Q4HK)

This Tree is described here in the Societal Institutions Satellite.

Shaping a Societal Institution (PH'5-Q4sH)

This structural hierarchy presents the requirements and components that indicate what is desired of an institution. See details here in the Societal Institutions Satellite.

Dynamics of Participation in an Institution (PH'5-Q4sHK)

This Tree explains socio-emotional engagement with Institutions. See details here in the Societal Institutions Satellite.

 

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Q5: Schools of Philosophy

Philosophy Schools are built around doctrines that purport to describe essential principles for living for a person and/or society. The phenomenon is explained here.

L	Ways to Promulgate a Doctrine TET	Stages in Establishing a School Spiral	Work Hierarchy in a School of Philosophy Tree
7	Publicize Applications	Popularized Application	Application
6	Debate Revisions	Recognized Revisions	Revision
5	Ensure Guardianship	Authorized Transmission	Transmission
4	Support Membership	Formalized Membership	Membership
3	Organise Dissemination	Standardized Dissemination	Dissemination
2	Provide Mentoring	Personalized Mentoring	Mentoring
1	Assert Fundamentals	Realized Fundamentals	Fundamentals

Ways to Promulgate a Doctrine (PH'5-Q5t)

These are described here in the Philosophy Schools Satellite.

Stages in Establishing a Doctrine/School (PH'5-Q5C)

These are described here in the Philosophy Schools Satellite.

Dynamics of Orthodoxy for Schools (PH'5-Q5HK)

This Tree is described here in the Philosophy Schools Satellite.

Functioning of a School (PH'5-Q5sH)

The requirements and components required for a school to function are described here in the Philosophy Schools Satellite.

Dynamics of Participation in a School (PH'5-Q5sHK)

This Tree explains socio-emotional engagement with a school. See details here in the Philosophy Schools Satellite.

 

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Q6: Spiritual Tradition

Spiritual traditions are built around doctrines that purport to establish a sacred divine realm and its engagement via practices that are largely experiential. See the Better Self Satellite for more details of spirituality.

	Ways to Follow a Spiritual Tradition TET	Stages in Strengthening Power via Spirituality Spiral	Hierarchy for Spirituality Tree
7	Seek Oneness	Cosmic Non-duality	Union
6	Manifest Obedience	Unequivocal Obedience	Obedience
5	Accept Existence	Enlightened Existence	Existence
4	Explore Reflections	Penetrating Reflections	Reflection
3	Sustain Practices	Religious Practices	Practices
2	Focus Contemplation	Profound Contemplation	Contemplation
1	Establish Meditation	Regular Meditation	Meditation

Ways to Follow a Spiritual Tradition (PH'5-Q6t)

Ways to follow a spiritual traditionwere developed from the application of styles to the Communication Typology (PH'5). The ways are distinctively different as evidenced in the matrix below.

TET Analysis: The ways can be plotted according to whether they are high or low on their receptivity to and expected contact with Absolute REality (X-axis) and on their engagement with the associated spiritual doctrine (Y-axis).

As usual, the ways fall into four quadrants. Approaches in diametrically opposite quadrants engender a degree of antagonism.

» UR are internally oriented, while LL are externally-oriented;
» LR is about stillness, while UL involves action.

The inner circle contains ways that arecreative and require direct effort.
The outer circle contains submissive ways that allow spirit to descend.
The circles fuse in meditationwhich can be both active and submissive.

The arrows indicate natural preferences for reducing the egoism that is liable to interfere i.e. contemplating is supported by just being, practicescan be strengthened by obedience, reflecting is most valuable if it strives for non-duality, and meditating with mind-control is strengthened by the potential for mystic union..

Spiral:  Stages in Strengthening Spiritual Power (PH'5-Q6C)

In this framework, the ways to follow a spiritual tradition, having been plotted, are then viewed as modes of spiritual activation.

These modes comprise distinctive principles and assumptions about mastering egotism, producing goodness and approaching the divine. Together they spell out what is required to bring a spiritual tradition to life and enable a person's spirituality to deepen.

Development can stop at any Stage if the degree of spiritualization of the person is judged sufficient.

Meditation via mind-control (μ1) is the foundation of all spiritual journeys. However stillness is subject to egotistic intrusions.

Cycle-1 modes progressively address ego disturbances: initially by focused contemplation (μ2) , then by religious practices (μ3), both symbolic and charitable, and finally by developing systematic sustained reflection (μ4) on one's thoughts and actions.

In Cycle-2, the final three modes progressively address the desire for spirit to descend and take over the personality, initially by accepting existence (μ5) as it is, then by unequivocal obedience (μ6), and finally by non-dual identification (μ7) with the cosmos.

In this way, meditation (μ1) moves from being simply mind-control, to becoming insight-oriented and finally to mystic union.

Drivers for the evolutionary progression through these modes appear to be: (a) intrinsic qualities of the soul, (b) personal determination and circumstances, (c)  social support and pressure, and (d) limitation of previous Stages.

Dynamics of Connection in a Spiritual Tradition (PH'5-Q6HK)

As usual, a Tree can be created from the essence of each of the 7 modes and this provides for dynamics between the determinants of operational improvement.

The dynamic duality to be applied is the usual personal/individual v social/enterprise.

The internal duality is suggested as identification v self-discipline or ego-control v descent of spirit.

The psychosocial pressures are understanding as the underpinning force derived from the Communication-RL5 and not shown in the diagram, and then autonomy based on the Q6 position, and finally selflessness (from Logical-PH'5L6 language) and well-being (from Mythic-PH'5L7 language).

Name not Determined (PH'5-Q6sH)

This structural hierarchy possibly organises self-states in relation to a spiritual path. It has not yet been developed.

Name not Determined (PH'5-Q6sHK)

This Tree possibly deals with participation within a Spiritual Tradition. Development depends on discovery of the structural hierarchy above.

 

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Q7: Artistic Event

Artistic events are communicable realities created de novo. The producers of the event invite the audience to share the reality. Often it is a reflection of the reality that they know only too well, and other times the reality portrayed may seem mysterious.

	Ways to Join an Artistic Event TET	Stages in Strengthening Appeal of an Event Spiral	Hierarchy for an Artistic Event Tree
7	Consider Boundaries	Sensitive Boundaries	Boundaries
6	Provide Management	Dynamic Management	Management
5	Generate Publicity	Effective Publicity	Publicity
4	Authorize Commissions	Definitive Commissions	Commissioning
3	Promise Involvement	Credible Participants	Participants
2	Explore Possibilities	Hypothetical Elaboration	Potentials
1	Conceive Projects	Imaginative Projects	Conceptions

Ways to Participate in an Artistic Event (PH'5-Q7t)

TET Analysis: The ways can be plotted according to whether they are high or low on their focus on artistic quality (X-axis) and on their focus on audience impact (Y-axis).

As usual, the ways fall into four quadrants. Approaches in diametrically opposite quadrants engender a degree of antagonism.

» UR ways respond to social norms, while LL ways exploit social norms;
» LR is the creative core, while UL ways support creativity.

The inner circle demands imaginative input.
The outer circle provides for practical efforts.
The circles fuse in project conceptionwhich needs to be both imaginative and practical.

The arrows indicate natural preferences for gaining social support i.e. possibilities are supported by publicity, involvementis supported by management, commissioning is supported by suitable boundaries, and project specs need support in production.

Stages in Strengthening Appeal of an Event (PH'5-Q7C)

In this framework, the ways to participate in an event, having been plotted, are then viewed as modes of event production.

These modes comprise distinctive principles for project development, artistic quality and involvement with society. Together they spell out what is required for an artistic event to appeal to the public.

Any commitment starts with a project description (μ1) that poses the challenge of how to realize it.

Cycle-1 modes progressively clarify what is involved: initially by elaborating implications and alternatives (μ2) , then by gaining interest from credible participants (μ3) , and finally by ensuring funds are available to commission artists and management (μ4).

In Cycle-2, the final three modes deal with implementing a commission, initially by focusing on promotion and publicity (μ5), then by ensuring effective management (μ6), and finally by determining the relevant bounds of social sensitivity (μ7).

In this way, project conception (μ1) moves from being just a description, to entering development and finally to being in production.

Drivers for the evolutionary progression through these modes appear to be: (a) intrinsic project quality, (b) artistic aspirations, (c)  social expectations and support, and (d) limitations of previous Stages.

Dynamics of Dedication to an Artistic Event (PH'5-Q7HK)

As usual, a Tree can be created from the essence of each of the 7 modes and this provides for dynamics between the determinants of operational improvement.

The dynamic duality to be applied is the usual personal/emotonal v social/impersonal.

The internal duality is suggested as artistic control v social engagement or norms v creativity.

The psychosocial pressures are understanding as the underpinning force derived from the Communiation-RL5 and not shown in the diagram, and then selflessness based on the Q7 position, and finally well-being (from Mythic-PH'5L7 language) and certainty (from Concrete-PH'5L1language).

Name not Determined (PH'5-Q7sH)

This structural hierarchy possibly organises the reality to be shared in an event. It has not yet been developed.

Name not Determined (PH'5-Q7sHK)

This Tree possibly deals with participation within an event. Development depends on discovery of the structural hierarchy above.

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Matrix Comparisons

Associating in the Q-Arenas is activated by responsibility and manifests as work-in-role. which is the basis for maintenance of any association. Labels to devised for each of the Arenas are shown in the Table below.

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Originally posted: 12-Feb-2024. Last updated: 12-Apr-2024