Architecture Room > Root Hierarchy Projections > To a Primary Hierarchy > PH-L4s need Experience-RL4

All PH-L4s involve Experience-RL4

Colour-coding: Orange refers to THEE terminology. Blue refers to THEE-names for specific cells or frameworks. Maroon refers to the Root Levels which are presumed to be necessary for their function.


The function of every PH•Level-4 element has Experience-RL4 as an intrinsic necessary, but often implicit, feature.

What about the other Root Levels?  Closed 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
L4-Welcoming a Compromise To become or remain part of a situation despite the need to accept personal frustration.

PH7-L4: Welcoming compromise is about using experiences explicitly so you are clear about how you feel in regard to the particular frustration you are expected to tolerate. There is no rule about what compromise is welcome and no one can choose for you. Even if there is disappointment or feelings of defeat, there needs to be a sense of satisfaction at closure whether or not you proceed or withdraw. If others are involved, the process requires sensitivity to their experiences.

Example: Making a film is complex and difficult, involving numerous key parties. None can have their own way completely, and there is a great deal of frustration and emotional conflict. For the film to be completed, everyone has to compromise or exit the production.

Compromising activates other willingness-PH7 functions. However, there is no intrinsic need to take action-RL1, construct inquiries-RL2, institute change-RL3, create communications-RL5, or hold purposes-RL6. It is important to distinguish the inner readiness to remain a participant, the essence of compromise, from the work of bargaining or negotiating which naturally involves all Root Levels.

In Purpose-PH6

Element Function: Adjusted Formulation
L4-Owning a Principal Object To continue with an activity defining the identity of an endeavour.

PH6-L4: Principal objects depend on being genuinely owned. If not owned, they will not be sustained. Ownership is matter of how you feel about the essentials of a project. You must constantly use your intuitions, ideas and emotions to determine that the objects remain worthy of your energy and resources, and that they are indeed being progressed by lower level purposes. Use of this level comes particularly to the fore when a project is losing its way or not going well.

Example: A small farm may raise a range of animals. If however, times get hard, something must be done. The owners may sell up if they are not emotionally tied to that farm. Otherwise they must devise additional compatible principal objects that they feel are right for them e.g. grow vegetables, bed-and-breakfast for travellers, or education-entertainment for children. (That comes before economic or other issues which depend on choices of another sort.)

While principal objects bring other levels of purpose-PH6 into play, sustaining them does not intrinsically involve taking action-RL1, constructing inquiry-RL2, instituting change-RL3, creating communications-RL5, or being willing-RL7.

In Communication-PH5

Element Function: Current Formulation
L4-Appreciate a Symbol To perceive something as representing and evoking ideas from a different domain of discourse; or regard it as so doing.

PH5-L4: Symbolizing depends on experiences of living within a particular society or being a member of an enduring group. There is then an automatic appreciation of the equation between one thing and another.

Example: Cultures vary in the human attributes assigned to animals. Placing an animal image as a symbol on product packaging will not generate the same experience for consumers in different cultures.

Symbolizing activates other elements of communication-PH5. However, it does not intrinsically involve taking action-RL1, constructing inquiries-RL2, instituting change-RL3, holding purposes-RL6 or being willing-RL7.

In Experience-PH4

Element Function: Provisional Formulation
an Idea
To provide functionality for the self experience.

PH4-L4: Embracing ideas depends on using experience. That is why extensive exposure to different walks of life, and reading that covers many diverse themes is so beneficial. A narrow life constricts the mind. Concepts that do not tap into your own experience remain lifeless, seem alien and wrong and cannot be embraced.

Example: A young adult moving to independent living is aware of the limitations of their childhood environment of family and school. They avidly engage in late night quasi-philosophical debates with friends, watch soaps or dramas on TV, and peruse magazines and novels in order to gain ideas through vicarious experience. They often want to travel afar to get new experiences directly and broaden the mind.

To embrace ideas, you may well activate emotions, intuitions and other components of experience-PH4. However, ideas can come to mind and be embraced without taking action-RL1, constructing inquiries-RL2, instituting change-RL3, creating communications-RL5, holding purposes-RL6, or being willing-RL7.

In Change-PH3

Element Function: Provisional Formulation
L4- Maintaining a Stability
To embrace predictable structures and functions that are homeostatic in the face of pressures from within or without.

PH3-L4: Stabilizing involves using experience because whether stability exists or is needed can only be determined by how you feel, not by some arbitrary external measure. It is therefore an inner sense and is sought because it is comforting.

Example: A journalist may be posted to many locations in order to cover social turmoil, and over years this becomes a way of life that provides a sense of stability. Having to stay in one place, perhaps following an injury, may look like stability to others, but it produces a profound experience of disruption and destabilization.

Stabilizing activate and may depend on other elements of change-PH3. However, it does not necessarily involve taking action-RL1, constructing inquiries-RL2, creating communications-RL5, holding purposes-RL6, or being willing-RL7.

In Inquiry-PH2

Element Function: New Provisional Formulation
L4-Accepting a Measurement To accord validity to quantitative comparisons through use of a socially agreed standard unit.

PH2-L4: Accepting measurement involves experience because the fundamental unit is a social matter with which you identify. The idea behind the unit has to feel right for the measurement to be trusted. Units are typically developed by committees who reach a consensus. Emotions seem to be important e.g. the USA (like Liberia and Burma) has not accepted the 1960 International System of Units.

Example: People prefer to think of values in terms of their own currencies and regularly translate back when travelling: this is about how they feel. An English farmer similarly feels better thinking of fields in terms of acres, and is uncomfortable to use hectares (European) or rai, ngaan and talang wah (Thai) or cek3, pou3, zoeng6, fan1 and mau5 (Chinese in Macau).

Accepting measurement depends on other elements of inquiry-PH2. However, it does not intrinsically involve taking action-RL1, instituting change-RL3, creating communications-RL5, holding purposes-RL6, or being willing-RL7.

In Action-PH1

Element Function: Provisional Formulation
L4-Deploying a Repertoire To apply a mix of techniques to handle developing contingencies within a situation.

PH1-L4: Deploying a repertoire is primarily determined by your feelings. It is the sense of the situation that tells you what particular technique or procedure to apply. The deployment is generated in a continuous flow that adapts to, shapes and channels a particular situation. The interaction of self and situation depends on your intuition, sensitivity, ideas and other experiences.

Example: A high school teacher deals with an unruly class using a range of techniques to foster learning and sustain discipline. Exactly what should be done for a specific pupil or to deal with a specific class event will be governed by intuition, emotions, ideas and other feelings that develop.

Responding with a repertoire activates other levels of action-PH1. However it does not intrinsically involve constructing inquiry-RL2, instituting change-RL3, creating communications-RL5, holding purposes-RL6, or being willing-RL7, except contextually. So Purposes-RL6 and Willingness-RL7 are what got you into the situation in the first place; and, while Inquiry-RL2 and Communication-RL5 may occur as part of techniques deployed, they are not intrinsic to the deployment itself.

Initially posted: 26-Jul-2013

All material here is in a draft form. There will be errors and omissions. Nothing should be copied or distributed without express permission. Thank you.Copyright © Warren Kinston 2009-2018. All Rights Reserved.

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