{ "vercy": "1.0-draft", "publication": { "status": "research-draft", "adjudicationStatus": "unreviewed", "publishableCanonical": false, "generatedAt": "2026-09-12T10:08:22Z", "providers": [ "Codex" ], "breadth": "recalled by Codex without web access - no source was read", "missingProviders": [], "pass": 2, "cost": { "grok": { "seconds": 23.1, "error": "Reading additional input from stdin...\nOpenAI Codex v0.153.4\n--------\nworkdir: R:\\02_PROJECTS\\02_Meta_Models_Platforms\\Ver.cy\\current\\thing-registry-backlog\nmodel: gpt-6-astra\nprovider: openai\napproval: never\nsandbox: read-only\nreasoning effort: none\nreasoning summaries: none\nsession id: 01a09515-c556-7502-a8f9-e231237b02b3\n--------\nuser\nDescribe what is already known about one registered thing. Answer as JSON only, no prose around it.\n\nThing: guru-shishya tradition\nSense to describe: (none recorded)\nDomain code: XCT.QLT\nAlso known as: (none)\n\n\nContext for this batch of 1001 things:\n# Batch 04", "usd": 0.0, "recall": true }, "codex": { "seconds": 76.2, "error": "Reading additional input from stdin...\nOpenAI Codex v0.153.4\n--------\nworkdir: R:\\02_PROJECTS\\02_Meta_Models_Platforms\\Ver.cy\\current\\thing-registry-backlog\nmodel: gpt-6-astra\nprovider: openai\napproval: never\nsandbox: read-only\nreasoning effort: none\nreasoning summaries: none\nsession id: 01a09515-c534-7841-957a-0ae8d73e626e\n--------\nuser\nYou are drafting a Vercy meta-model for one registered thing. Answer as JSON only, no prose around it.\n\nThing: guru-shishya tradition\nRegistry id: vr.tr.guru-shishya-tradition\nPlane / domain: XCT / XCT.QLT\nRegistry definition: (none recorded)\nNames folded into" } }, "enrichment": { "pass": 3, "engine": "claude", "producedAt": "2026-10-06T12:00:00Z", "ingestedAt": "2026-10-06T08:40:34+00:00", "fields": [ "agent_conduct", "ethics", "failure_modes_and_hazards", "owners" ] }, "gate": { "passed": true, "version": "1.0", "at": "2026-10-07T10:10:31+00:00", "evidence": [ "completeness 1.00", "sense: Wikidata description", "2 live sources", "review by codex: pass" ] } }, "metaModel": { "id": "THING-Q5620325", "registryId": "vr.tr.guru-shishya-tradition", "name": "guru-shishya tradition", "version": "0.1.0-research.1", "entryKind": "thing", "family": "Thing Registry", "domain": [ "XCT.QLT" ], "status": "research-draft" }, "canonicalUrl": "https://ver.cy/models/thing/q5620325/", "model": { "registry_id": "vr.tr.guru-shishya-tradition", "name": "guru-shishya tradition", "purpose": "Enable an agent to recognise and assess a claimed instance of guru-shishya tradition, record how teaching and authority are transmitted, and determine appropriate actions within its commitments and boundaries.", "definition": "The guru-shishya tradition is a family of South Asian practices in which a teacher (guru) transmits knowledge, skills, disciplines or spiritual teachings to a disciple (shishya) through a sustained personal relationship, often understood as part of a teaching lineage.", "scope_statement": "This model owns the guru-shishya tradition as a culturally situated teacher-disciple relationship and mode of transmission, including how participants define it, establish authority, practise learning, and negotiate continuity, consent and departure; it does not assume one definition applies across religious, philosophical and artistic settings.", "in_scope": [ "Participant and scholarly definitions of guru-shishya relationships, with their cultural and disciplinary contexts", "Recognition of teachers and disciples, including any initiation, acceptance or lineage claims", "Personal instruction, demonstration, practice, correction and assessment within the relationship", "Reciprocal commitments, authority boundaries and conditions for consent, refusal or departure", "Transmission continuity, adaptation and claims of competence or authorisation to teach" ], "out_of_scope": [ "Complete doctrines, rituals or repertoires of a particular religious or artistic tradition", "Biographies of individual gurus and disciples beyond their relevant relationships", "Administration, property and finances of an ashram, gurukul, academy or other host institution", "Generic mentoring, coaching and classroom instruction without a substantiated connection to guru-shishya tradition", "Legal adjudication of individual complaints or disputes" ], "distinguishing_features": [ "Determine whether participants or relevant sources identify the relationship as guru-shishya, and record the reasons rather than inferring it from a respected teacher alone.", "Establish whether transmission depends on a recognised personal teacher-disciple relationship, rather than enrolment or access to instructional content alone.", "Identify what the relationship adds to ordinary instruction: for example, sustained formative guidance, particular obligations or recognised transmission authority; establish which features the local account actually requires.", "Distinguish a claimed teaching lineage from documented teacher-disciple connections and from institutional affiliation alone.", "Test whether residence, initiation, exclusivity or spiritual allegiance is required in this setting instead of treating any of these as universal admission criteria." ], "characteristics": [ { "name": "Contextual definition", "kind": "category", "unit_or_values": "Attributed definition, setting and stated inclusion or exclusion criteria", "why_it_matters": "Prevents an agent from treating one community's understanding as the definition for every setting." }, { "name": "Transmission domain", "kind": "category", "unit_or_values": "Religious practice, philosophical study, music, dance, other specified domain or a documented combination", "why_it_matters": "Determines what is taught and what evidence of progress or authority is relevant." }, { "name": "Teacher-disciple recognition", "kind": "state", "unit_or_values": "Proposed, mutually acknowledged, unilaterally claimed, disputed, ended or unknown", "why_it_matters": "Separates a recognised relationship from an aspirational or contested association." }, { "name": "Lineage connection", "kind": "relation", "unit_or_values": "Named predecessor-successor links with claimants, evidence and uncertainty; absent or not applicable where established", "why_it_matters": "Supports assessment of transmission claims without assuming every relationship requires a lineage." }, { "name": "Instructional arrangement", "kind": "category", "unit_or_values": "Residential, visiting, institutional, remote, mixed or unspecified, with individual and group components recorded", "why_it_matters": "Distinguishes the relationship's teaching arrangements from assumptions about a single historical format." }, { "name": "Guided practice intensity", "kind": "measurement", "unit_or_values": "Hours of direct instruction and supervised practice per stated period, where meaningful and available", "why_it_matters": "Records actual instructional contact without using time alone as a proxy for attainment." }, { "name": "Authority scope", "kind": "category", "unit_or_values": "Explicitly identified domains of guidance, decision-making and claimed obedience, with limits and disagreements", "why_it_matters": "Prevents teaching authority from being automatically extended into unrelated areas of a disciple's life." }, { "name": "Transmission permission", "kind": "state", "unit_or_values": "Unspecified, not required, restricted, granted, disputed or withdrawn, with the granting authority and permitted activity", "why_it_matters": "Distinguishes learning or performing material from being authorised to teach or represent a lineage." } ], "affordances": [ "Compare definitions and identify why a particular relationship is included, excluded or contested.", "Map documented teacher-disciple connections while distinguishing evidence from lineage assertions.", "Record teaching practices and assess progress using criteria attributed to the relevant discipline and participants.", "Check whether a proposed recording, performance, disclosure or teaching activity falls within documented permissions.", "Identify conflicting expectations, authority claims or consent conditions that require clarification before acting.", "Track departure, succession and adaptation without automatically equating change with loss of legitimacy." ], "agent_conduct": { "may": [ "Describe the tradition, its forms and its role in music, dance, scholarship and spiritual life from reliable sources.", "Help a student organize practice or study at the student's request." ], "must_not": [ "Present itself as a guru or claim spiritual authority over a user.", "Defend or excuse abuse, exploitation or coercion committed within teacher-student relationships.", "Reduce the tradition to stereotype or treat it as exotic entertainment.", "Disclose private matters a student shares about their teacher or lineage without consent." ], "requires_human": [ "Advising a person whether to leave or report a teacher.", "Recording or publishing teachings a lineage holds as restricted." ] }, "ethics": { "considerations": [ "The tradition carries sacred and artistic knowledge valued by many South Asian communities.", "Strong dependence on a teacher can be abused, and victims deserve to be heard." ], "affected_parties": [ "Students and disciples", "Teachers and lineages", "Communities that hold the tradition" ] }, "owners": { "steward": "Nobody owns it; teachers and lineages carry it within their communities.", "master_systems": [] }, "failure_modes_and_hazards": [ "Unchecked authority can lead to financial, emotional or sexual exploitation of students.", "Commercial imitation can distort and devalue the tradition." ], "what_it_is_for": [ "The tradition is encountered in Hindu spiritual instruction, philosophical study, ritual training and artistic education.", "A sustained teacher-disciple relationship supports the transmission of teachings, practical skills and disciplinary commitments.", "Expectations concerning lineage, initiation, service and authority vary between communities and teachers." ], "facets_not_applicable": { "interfaces": "No single formal standard or official classification defines this diverse religious teaching tradition.", "recognition": "The teaching relationship cannot be reliably identified by appearance, clothing or ritual objects." } }, "sources": [ { "id": "wikidata", "title": "Wikidata item Q5620325: guru-shishya tradition", "url": "https://www.wikidata.org/wiki/Q5620325", "url_status": "live", "what_it_supports": "identity and sense of the item", "checked_by": "wikidata-api" }, { "id": "wikipedia-en", "title": "Wikipedia: Guru–shishya tradition", "url": "https://en.wikipedia.org/wiki/Guru%E2%80%93shishya_tradition", "url_status": "live", "what_it_supports": "general description of the item", "checked_by": "wikidata-api sitelink" } ], "structure": { "bundles": [ { "id": "definitions-and-recognition", "name": "Definitions and recognition", "description": "Establishes what guru-shishya tradition means in the setting being modelled and how an instance is recognised.", "rationale": "The model must preserve differences between local definitions and avoid classifying every intensive teaching relationship as guru-shishya.", "layers": [ { "id": "situated-meanings", "name": "Situated meanings", "description": "Records definitions attributed to participants, communities and researchers.", "findings": [ { "id": "definition-and-claimant", "name": "Definition and claimant", "description": "Record who uses the term, which context they describe and which features they regard as necessary or optional.", "questions": [ { "text": "How do the teacher, disciple and relevant community define guru-shishya tradition in this setting?", "kind": "definition", "id": "definition-and-claimant-q01" }, { "text": "Where do these definitions disagree with each other or with the scholarly account being used?", "kind": "boundary", "id": "definition-and-claimant-q02" } ] } ] }, { "id": "instance-boundaries", "name": "Instance boundaries", "description": "Tests claimed instances against explicit criteria rather than titles or appearances.", "findings": [ { "id": "relationship-identification", "name": "Relationship identification", "description": "Document the basis for recognising this particular association as a teacher-disciple relationship within the tradition.", "questions": [ { "text": "What evidence shows that both parties acknowledge this relationship, rather than one party merely claiming association?", "kind": "provenance", "id": "relationship-identification-q01" }, { "text": "What makes this relationship an instance of guru-shishya tradition rather than ordinary tuition, mentorship or membership in an institution?", "kind": "boundary", "id": "relationship-identification-q02" } ] } ] } ] }, { "id": "entry-and-transmission-authority", "name": "Entry and transmission authority", "description": "Records how relationships begin and how the teacher's authority is established or contested.", "rationale": "Acceptance as a disciple, competence to teach and claims of lineage authority need separate evidence.", "layers": [ { "id": "acceptance-and-initiation", "name": "Acceptance and initiation", "description": "Captures locally relevant ways of entering and acknowledging the relationship.", "findings": [ { "id": "entry-conditions", "name": "Entry conditions", "description": "Record any acceptance process, initiation, probation or prerequisites without presuming a ritual is always required.", "questions": [ { "text": "What act or process establishes the relationship here, and is initiation required, optional or inapplicable?", "kind": "definition", "id": "entry-conditions-q01" }, { "text": "Which commitments and conditions must each party understand and accept before the relationship begins?", "kind": "action", "id": "entry-conditions-q02" } ] } ] }, { "id": "authority-and-lineage-evidence", "name": "Authority and lineage evidence", "description": "Separates instructional competence, community recognition and lineage claims.", "findings": [ { "id": "grounds-of-teaching-authority", "name": "Grounds of teaching authority", "description": "Record each asserted basis of authority and the evidence or recognition supporting it.", "questions": [ { "text": "Who recognises this guru's authority, for which teachings, and on what evidence?", "kind": "provenance", "id": "grounds-of-teaching-authority-q01" }, { "text": "Which claimed teacher-disciple links are documented, disputed or unknown, and does this setting require such links?", "kind": "provenance", "id": "grounds-of-teaching-authority-q02" } ] } ] } ] }, { "id": "pedagogy-and-attainment", "name": "Pedagogy and attainment", "description": "Models what passes between guru and shishya and how learning becomes observable.", "rationale": "A model must capture the substance of transmission rather than treating affiliation as evidence of learning.", "layers": [ { "id": "instruction-and-practice", "name": "Instruction and practice", "description": "Records the setting's actual methods of teaching, practising and correcting.", "findings": [ { "id": "guided-transmission-cycle", "name": "Guided transmission cycle", "description": "Describe how explanation, demonstration, imitation, independent practice or other methods connect to feedback from the guru.", "questions": [ { "text": "What does the guru teach through direct interaction, and what does the shishya practise between encounters?", "kind": "definition", "id": "guided-transmission-cycle-q01" }, { "text": "How are mistakes noticed and corrected, and what records can establish that this feedback occurs?", "kind": "measurement", "id": "guided-transmission-cycle-q02" } ] } ] }, { "id": "progress-and-recognition", "name": "Progress and recognition", "description": "Connects claims of attainment to context-specific demonstrations and assessors.", "findings": [ { "id": "attainment-evidence", "name": "Attainment evidence", "description": "Record what counts as progress, who judges it and which claims cannot be independently assessed.", "questions": [ { "text": "Which demonstrations, performances, interpretations or other observations count as progress in the transmitted discipline?", "kind": "measurement", "id": "attainment-evidence-q01" }, { "text": "How are the guru's judgment, the disciple's account and any external assessment distinguished when they disagree?", "kind": "boundary", "id": "attainment-evidence-q02" } ] } ] } ] }, { "id": "commitments-and-authority-boundaries", "name": "Commitments and authority boundaries", "description": "Records reciprocal expectations and the limits governing the relationship.", "rationale": "An agent needs to distinguish acknowledged commitments from assumed obligations and determine whether a proposed action respects the disciple's agency.", "layers": [ { "id": "reciprocal-obligations", "name": "Reciprocal obligations", "description": "Makes explicit what each party offers, expects and considers binding.", "findings": [ { "id": "instruction-service-and-support", "name": "Instruction, service and support", "description": "Record expectations concerning teaching, practice, service, gifts, fees or material support using the participants' own distinctions.", "questions": [ { "text": "What teaching and support does the guru undertake, and what practice, service or material contributions are expected of the shishya?", "kind": "definition", "id": "instruction-service-and-support-q01" }, { "text": "Which expectations are voluntary, negotiated or treated as obligatory, and how can either party request a change?", "kind": "action", "id": "instruction-service-and-support-q02" } ] } ] }, { "id": "consent-dissent-and-departure", "name": "Consent, dissent and departure", "description": "Identifies authority limits and practical ways to question, refuse or end participation.", "findings": [ { "id": "limits-and-recourse", "name": "Limits and recourse", "description": "Record the scope of claimed obedience, the disciple's expressed boundaries and available routes for resolving concerns.", "questions": [ { "text": "Where does the guru's acknowledged teaching authority end, and which extensions into personal decisions are contested?", "kind": "boundary", "id": "limits-and-recourse-q01" }, { "text": "How can a disciple refuse an instruction, raise a concern or leave, and what consequences or dependencies affect that choice?", "kind": "action", "id": "limits-and-recourse-q02" } ] } ] } ] }, { "id": "continuity-permissions-and-change", "name": "Continuity, permissions and change", "description": "Tracks onward transmission and changes to the relationship's form.", "rationale": "Learning, teaching, public representation and adaptation can carry different permissions and different claims of continuity.", "layers": [ { "id": "onward-transmission", "name": "Onward transmission", "description": "Distinguishes possession of knowledge from permission to reproduce, teach or represent it.", "findings": [ { "id": "teaching-and-disclosure-permissions", "name": "Teaching and disclosure permissions", "description": "Record whether permission is relevant and, where it is, who grants it and what activities it covers.", "questions": [ { "text": "Does this setting distinguish competence to practise from authorisation to teach, accept disciples or represent a lineage?", "kind": "boundary", "id": "teaching-and-disclosure-permissions-q01" }, { "text": "What permissions apply before an agent records, shares or republishes instruction, repertoire or material described as restricted?", "kind": "action", "id": "teaching-and-disclosure-permissions-q02" } ] } ] }, { "id": "adaptation-and-succession", "name": "Adaptation and succession", "description": "Records how participants assess continuity when teachers, media or institutional settings change.", "findings": [ { "id": "continuity-under-change", "name": "Continuity under change", "description": "Attribute judgments about succession and adaptation rather than presuming either an unchanged essence or inevitable decline.", "questions": [ { "text": "Which features do participants consider necessary for continuity when instruction becomes remote, institutional or distributed across multiple teachers?", "kind": "boundary", "id": "continuity-under-change-q01" }, { "text": "Who recognises a successor or adapted form, and what evidence supports or challenges that recognition?", "kind": "provenance", "id": "continuity-under-change-q02" } ] } ] } ] }, { "id": "evidence-and-external-alignment", "name": "Evidence and external alignment", "description": "What the world already says about this thing, gathered so the model can be checked against it.", "rationale": "A model that cannot be lined up against existing standards, identifiers and practice cannot be adopted by anyone who already uses them.", "layers": [ { "id": "reported-evidence", "name": "Reported evidence", "description": "Findings from the breadth pass, kept separate from the structural claims.", "findings": [ { "id": "evidence-confidence-notes", "name": "Check these first", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "This is recall-based: no sources were consulted, and no universal identifier or governing standard is asserted.", "The term covers diverse practices rather than a single institution; residence, initiation, obedience and lifelong commitment are not universal requirements.", "A researcher should distinguish community ideals from documented practice, especially when assessing historical continuity, social exclusion and teacher accountability." ], "questions": [ { "id": "evidence-confidence-notes-q01", "text": "Which of these check these first hold for the sense of guru-shishya tradition this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-kinds", "name": "Kinds and varieties", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Spiritual instruction and initiation within a religious lineage", "Vedic recitation and ritual instruction", "Indian classical music apprenticeship", "Indian classical dance apprenticeship" ], "questions": [ { "id": "evidence-kinds-q01", "text": "Which of these kinds and varieties hold for the sense of guru-shishya tradition this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-real-world-use", "name": "Real-world use", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Transmitting oral repertoires, interpretive practices and embodied techniques through demonstration, imitation and correction", "Training performers in Indian classical music and dance", "Teaching Vedic recitation and ritual practice", "Guiding disciples in spiritual disciplines", "Maintaining and adapting the teachings of particular lineages" ], "questions": [ { "id": "evidence-real-world-use-q01", "text": "Which of these real-world use hold for the sense of guru-shishya tradition this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-failure-modes-and-hazards", "name": "Failure modes and hazards", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Unequal authority can enable coercion, exploitation or abuse when accountability is weak.", "Expectations of obedience or loyalty can discourage questioning and reporting misconduct.", "Access can be restricted by caste, gender, family connections or financial resources in particular settings.", "Dependence on a small number of teachers can make transmission vulnerable when successors are unavailable.", "Claims of lineage or authenticity can be disputed and do not independently establish teaching quality." ], "questions": [ { "id": "evidence-failure-modes-and-hazards-q01", "text": "Which of these failure modes and hazards hold for the sense of guru-shishya tradition this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-regional-variation", "name": "Regional variation", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "In Hindustani music, related teacher-disciple practices are often described using the terms ustad and shagird and may be associated with gharanas.", "Carnatic music and South Indian classical dance maintain teacher-disciple traditions with varying combinations of personal apprenticeship and institutional instruction.", "Religious communities differ in the importance assigned to initiation, residence with a teacher, service, scriptural study and lineage authority." ], "questions": [ { "id": "evidence-regional-variation-q01", "text": "Which of these regional variation hold for the sense of guru-shishya tradition this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-neighbours", "name": "Neighbouring kinds and how to tell them apart", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ { "name": "Guru-shishya parampara", "difference": "Often used synonymously; parampara particularly emphasizes successive transmission through a lineage." }, { "name": "Gurukula", "difference": "A teaching household or residential educational setting; the guru-shishya relationship can also exist without shared residence." }, { "name": "Gharana", "difference": "A lineage or stylistic school in Hindustani music and some dance traditions, rather than the teacher-disciple relationship itself." }, { "name": "Diksha", "difference": "Initiation into a religious practice or lineage, which may establish a guru-disciple bond but is not equivalent to the whole teaching tradition." }, { "name": "Apprenticeship", "difference": "A broader form of learning through guided practice that need not involve South Asian lineage conventions or spiritual authority." }, { "name": "Mentorship", "difference": "A broader relationship of guidance that need not include disciplined transmission of a repertoire, initiation or lineage membership." } ], "questions": [ { "id": "evidence-neighbours-q01", "text": "Which of these neighbouring kinds and how to tell them apart hold for the sense of guru-shishya tradition this model covers, and on what evidence?", "kind": "provenance" } ] } ] } ] } ] }, "openQuestions": [ "Which reference works and community accounts best establish the range of meanings across religious, philosophical, musical and dance settings?", "In which settings are initiation, lineage, residence or exclusive allegiance defining requirements, and where are they optional or explicitly rejected?", "How should the model represent disagreements between participant accounts, institutional narratives and historical evidence without privileging one by default?", "Which forms of attainment and teaching authorisation can be independently evidenced, and which remain judgments internal to a particular community?", "How do contemporary participants negotiate material dependence, consent, departure and digital transmission, and which differences require context-specific extensions?" ], "statistics": { "bundles": 6, "layers": 11, "findings": 16, "questions": 26 } }