Changes

====3.2.8. Priorisms of Normative Sciences====

====3.2.8. Priorisms of Normative Sciences====

Let me start with some questions that continue to puzzle me, in spite of having spent a considerable spell of time pursuing their answers, and not for a lack of listening to the opinions expressed on various sides.  I first present these questions as independently of the current context as I possibly can, and then I return to justify their relevance to the present inquiry.

Let me start with some questions that continue to puzzle me,

in spite of having spent a considerable spell of time pursuing

their answers, and not for a lack of listening to the opinions

expressed on various sides.  I first present these questions as

independently of the current context as I possibly can, and then

I return to justify their relevance to the present inquiry.

 

 

        or things that can be taught and learned, transmitted and received.

    U.  "Understandings", articles of knowledge, items of comprehension,

The questions that concern me concern the relationships of identity, necessity, or sufficiency that can be found to hold among three classes of properties or qualities that can be attributed to or possessed by an agent, and conceivably passed from one agent to another.  The relevant classes of properties or possessions can be schematized as follows:

        bits of potential wisdom that form the possession of knowledge.

    V.  "Virtues", aspects of accomplished performance, attainments of

: '''Teachings''' — learnings, lessons, disciplines, doctrines, dogmas, or things that can be taught and learned, transmitted and received.

        demonstrated achievement, qualities of accomplishment, completion,

        excellence, mastery, maturity, or relative perfection, "grits" or

        integrities that form the exercise of art, justice, and wisdom.

The category of "teachings", as a whole, can be

: '''Understandings''' — articles of knowledge, items of comprehension, bits of potential wisdom that form the possession of knowledge.

    1.  There are "disciplines", which involve elements of action, behavior,

: '''Virtues''' — aspects of accomplished performance, attainments of demonstrated achievement, qualities of accomplishment, completion, excellence, mastery, maturity, or relative perfection, ''grits'' or integrities that form the exercise of art, justice, and wisdom.

        conduct, and instrumental practice in their realization, and thus take

        on a fully evaluative, normative, prescriptive, or procedural character.

    2.  There are "doctrines", which are properly restricted to realms of attitude,

The category of ''teachings'', as a whole, can be analyzed and divided into two subcategories:

        belief, conjecture, knowledge, and speculative theory, and thus take on

The category of "virtues" can be subjected to a parallel analysis, but here it is

# There are ''disciplines'', which involve elements of action, behavior, conduct, and instrumental practice in their realization, and thus take on a fully evaluative, normative, prescriptive, or procedural character.

not so much the domain as a whole that gets divided into two subcategories as that

# There are ''doctrines'', which are properly restricted to realms of attitude, belief, conjecture, knowledge, and speculative theory, and thus take on a purely descriptive, factual, logical, or declarative character.

    1.  With regard to its qualities of action, execution, and performance.

The category of ''virtues'' can be subjected to a parallel analysis, but here it is not so much the domain as a whole that gets divided into two subcategories as that each virtue gets viewed in two alternative lights:

    2. As it affects its properties of competence, knowledge, and selection.

# With regard to its qualities of action, execution, and performance.

# As it affects its properties of competence, knowledge, and selection.

The reason for this difference in the sense of the analysis that applies

The reason for this difference in the sense of the analysis that applies to each is that it is one of the better parts of virtue to bring about a synthesis between action and knowledge in the very actuality of the virtue itself.

to each is that it is one of the better parts of virtue to bring about

a synthesis between action and knowledge in the very actuality of

the virtue itself.

At this point one arrives at the general question:

At this point one arrives at the general question:

    What is the logical relation of virtues to teachings?

:: What is the logical relation of virtues to teachings?

In particular:

In particular: