Work Classification Layer
Compare Works
Pick two or more works to set their attribute fingerprints, dimension-by-dimension passages, and shared school embodiments side by side. Especially useful for author-stage comparisons (Wittgenstein early vs late) and for setting a single tradition's foundational texts against each other.
Some Thoughts Concerning Education
The "blank slate" applied to education — Locke's 1693 treatise on forming the rational, virtuous gentleman
Attribute Fingerprint
Rows where works disagree are highlighted in gold. The full ontology grid is shown.
| Attribute | Some Thoughts Concerning Education (Late) |
|---|---|
| Time · Extent | Infinite |
| Time · Ontological Status | Substantival |
| Time · Grain | Continuous |
| Time · Freedom | Non-Deterministic |
| Time · Traversability | Linear |
| Time · Dimensionality | One |
| Time · Direction | Uni-directional |
| Space · Extent | Infinite |
| Space · Ontological Status | Substantival |
| Space · Curvature | Flat |
| Space · Dimensionality | Three |
| Space · Locality | Local |
| Matter · Extent | Infinite |
| Matter · Ontological Status | Substantival |
| Matter · Conservation | Conserved |
| Matter · Dimensionality | Three |
| Matter · Locality | Local |
| Observer · Time Instance | Single |
| Observer · Space Instance | Single |
| Observer · Knowledge Extent | Partial |
| Observer · Knowledge Retainment | Total |
| Observer · Physicality | Embodied |
| Observer · Agency | Both |
| Observer · Number | Plural |
| Observer · Metaphysical Agency | Personal |
| Observer · Moral Authority | Reason |
| Observer · Theological Method | — |
| Energy · Extent | Infinite |
| Energy · Ontological Status | Substantival |
| Energy · Conservation | Conserved |
| Energy · Dispersibility | Irreversible |
| Information · Ontological Status | Substantival |
| Information · Cosmic Conservation | Conserved |
| Information · Personal Conservation | Conserved |
| Information · Granularity | Continuous |
Dimension-by-Dimension Evidence
What each work's passages reveal about its stance on each of the six dimensions.
Time
Some Thoughts Concerning Education
Developmental time of child's formation.
Space
Some Thoughts Concerning Education
Educational space of family, tutor, society.
Matter
Some Thoughts Concerning Education
Embodied child whose physical health is substrate.
Observer
Some Thoughts Concerning Education
Educated child as developing observer.
Energy
Some Thoughts Concerning Education
Educational energies of habit-formation.
Information
Some Thoughts Concerning Education
Accumulated educational tradition preserved.
Internal Tensions
Where each work's argument pulls against itself.
Some Thoughts was written for gentlemen's education — particular social-class assumptions have been continuously analysed. Rousseau's Émile is partly a response.