Claim Recognition: G4

Social Status of a School

4 tetradic aspect o presence through whch the school can claim recognition.

The previous groupings have led to an organized operating school. However, schools want to integrated into societies and that requires themt to stake claims to be recognized. At a minimum, they need to be allowed to operate and, ideally, become seen as valuable.

By adding a 4th adjacent level with the quality of being overt, the school can develop a presence, and public recognition becomes possible.

The key level here is the L4-formalized membership, which is a public activity. Moving from an informal group of like-minded adherents to the formal creation of a membership association is a complicated step. It typically involves completing a bureaucratic registration, opening bank accounts, possibly seeking charitable status, and making certain details available to any member of the public.

There are four G4-aspects of presence and from the diagram it is evident that all contain the L4-membership body:

  • Once the L4-formalized membership is overt, the school has an unambiguous social existence.
  • When L4-formalized membership is resolute, and L5-guardianship overtly preserves and transmits the orthodoxy, the school has evidence of social continuance.
  • When L4-formalized membership is forceful in association with overt L6-revisions that get authorized, the school is revealing social vitality.
  • When L4-formalized membership is genuine, and there are overt socially beneficial L7-applications, the school obtains social respect.

Psychosocial Pressure

Recognition is likely driven by a pressure for certainty because society wants assurances that the school is what adherents claim it to be, and there is no fraud or deception. That is why informality is insufficient and a registered association is required. Adherents also want to be sure that they have a place and status in society.

This aligns with the general finding for G4 in structural hierarchies as investigated for domain fundamentals and controls.

Alternatives:Closed The school is unique and would not let itself be driven by acceptability. Well-being might be secondarily important in claiming recognition and gaining status; and that means selflessness is not operating strongly. Considering previously assigned pressures: autonomy does not seem to be a driver, while understanding and performance seem important but secondary.

Aspects of Presence

School Existence (G41)

School's existence in society depends on the lower four levels of work.

A school can be properly constituted as a financially viable organisation if there are a sufficient number of committed adherents. However, this is an empty gesture if the school is not actively working to attract additional followers while ensuring they are true to the doctrine.

In the language of this analysis: a school is assured of its societal existence if there is a g4-overt L4-formalization of membership, if L3-dissemination is g3-resolute, if L2-mentoring is g2-forceful and if the L1-realization of fundamentals by members is g1-genuine.

For many doctrines, one or more of these levels is either weak or missing entirely, which weakens their presence and credibility in society, perhaps to the point of invisibility.

School Continuance (G42)

The School's continuance in society depends on work from guardianship at the top down to mentoring.

However, a school can only continue beyond its founder if a new generation of leaders emerge to act as guardians, and if there is a flow of new potential adherents who can be provided with high quality mentoring.

In the language of this analysis: a school is assured of its continuance only if there are g4-overt L5-guardians, if L4-membership organisation is g3-resolute in its functioning, if L3-dissemination is g2-forceful and if the L2-mentoring is g1-genuine.

This suggests the many ways that schools can die. The presence of a dominating charismatic founder may inhibit or block the emergence of new leaders. Founders may also split with the organisation created by followers to embody the doctrine. The organization itself may become split and vacillate on crucial decisions.

Continuance-G42 assumes existence-G41.

School Vitality (G43)

The School's vitality depends on overt work of revision down to standardized dissemination.

Schools where the founder's doctrines are unchanging are liable to stagnate. If the doctrine touches on a significant aspect of human existence, then it should be expected to lend itself to refinement, extension and development. That reveals a vitality. When the school displays such vitality, the membership organisation needs to provide appropriate control to ensure the school remains true to its origins. Dissemination needs to reflect emerging doctrinal developments and not simply hark back to the founder's original words.

In the language of this analysis: a school is assured of its vitality if there are g4-overt L6-revisions, if L5-guardians are g3-resolute in their support of development, if the L4-membership body is g2-forceful in its functioning, and if L3-dissemination is g1-genuine.

It is easy to imagine how schools become devitalized: revisions are suppressed, guardians oppose doctrinal development, the membership body has trouble finding volunteers, and dissemination becomes half-hearted.

Vitality-G43 assumes continuance-G42 and existence-G41.

School Respect (G44)

School's respect in society flows from its generalized applications and other levels of work down to formalized membership.

Schools and doctrines become culturally valued and respected through demonstrating that they are contributing to social life or resolving social problems. This can only flow from public applications or generalizations of the doctrine that go beyond its original focus, and this largely depends on taking doctrinal extensions and revisions seriously.

In the language of this analysis: a school can win respect if there are g4-overt L7-applications, if L6-revisions are g3-resolutely affirmed, if L5-guardians are g2-forceful in their concern for societal benefits, and if the L4-membership body is g1-genuine in representing the doctrine's universal value.

The idea that the doctrine should benefit society is one that needs to be taken up by the membership body and its guardians, otherwise pioneers may gain respect, but the school will miss out.

Respect-G44 is most likely in the presence of vitality-G43, and assumes continuance-G42 and existence-G41.

Transition

As the school becomes more accepted and appreciated within society, many start talking about it, especially opinion-formers and the intellectual classes. Inevitably, commentators will apply their own biases and assimilate doctrinal principles to other theories and assumptions either established or currently fashionable in the culture. These loose formulations could affect adherents and pollute or water down the doctrine, which is not in the interest of the school.

Following societal recognition, it is therefore necessary to focus on upholding the orthodoxy and this is made possible by adding an additional level to form pentads.

Originally posted: 28-Apr-2024. Last amended: 25-Aug-2025.