Words/Phrases DEFINED: 'cultural arbitrary'. Father Jerome's PSYCHOSOCIOLOGICAL DICTIONARY of KEYWORDS/PHRASES used in his QUALIA III Monograph.
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Words/Phrases DEFINED:
"cultural arbitrary"
Father Jerome's PSYCHOSOCIOLOGICAL DICTIONARY of KEYWORDS/PHRASES used in his QUALIA III Monograph.

"cultural arbitrary"
The GENERAL CONTEXT of such use is:
cultural arbitrary: (a) The arbitrary character of culture, which is arbitrary not simply in its content, but also in its form, since it is imposed by an arbitrary power, not derived from general principles as a product of thought. The very existence of a cultural arbitrary also poses the question of the social conditions capable of excluding the logical question of the possibility of an action which cannot achieve its specific effect unless its objective truth as the imposition of a cultural arbitrary is objectively misrecognized. This question can in turn be specified as the question of the institutional and social conditions enabling an institution to declare its pedagogic actions explicitly as such, without betraying the objective truth of its practice. Because the term arbitrariness applies, in another of its uses, to pure de facto power, i.e. another construct equally devoid of any sociological referent, thanks to which it is possible to pose the question of the social and institutional conditions capable of imposing misrecognition of this de facto power and thereby its recognition as legitimate authority, it has the advantage of continually recalling to mind the primordial relationship between the arbitrariness of the imposition and the arbitrariness of the content imposed.
(b) An imposed condition or teaching which cannot be deduced from any principle, meaning that any pedagogic action, in its objective reality, has, in lieu thereof, recourse to a logical construct devoid of any sociological or, a fortiori, psychological referent.
(c) When we define a 'cultural arbitrary' by the fact that it cannot be deduced from any principle, we simply give ourselves the means of constituting pedagogic action in its objective reality, by recourse to a logical construct devoid of any sociological or, a fortiori, psychological referent.
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