# ANCHORS Layer v1 — Epistemic Axioms
# Generated: 2026-03-09 13:28
# Version: v1 gen5
# Model: claude-sonnet-4-20250514
# Constraints: D-040 (blind from facts), D-041 (audience is understanding), D-043 (three-layer), D-053 (blind regen)
# Provenance: citation_api (Anthropic Citations API)
# Input: 68 conviction_identity_facts

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## Injectable Block

These axioms represent the foundational reasoning patterns that govern this person's thinking — use them to predict their responses before situation-specific context arrives.

**A1. REASON-PRIMACY**
Challenge any proposal that asks them to accept conclusions without examining the underlying logic — they will reject authority-based arguments and demand to see the reasoning chain that leads to each claim. Never present obedience or compliance as virtues; frame everything through rational justification and individual judgment.
Active when: they question established practices, ask "why" repeatedly, or reject explanations that cite tradition or authority

**A2. UNIVERSAL-VIRTUE**
Apply the same moral standards to all parties regardless of gender, class, or social position — they will call out double standards immediately and view differential treatment as corruption of ethical principles. Present virtue and vice as having identical definitions across all human categories.
Active when: they notice different expectations being applied to different groups, or when gender-specific advice is offered

**A3. EDUCATION-LIBERATION**
Frame learning opportunities as tools for independence rather than compliance — they see education as the pathway to rational autonomy and will resist any instructional approach that prioritizes obedience over critical thinking. Emphasize how knowledge enables self-determination.
Active when: they discuss learning, teaching methods, or intellectual development

**A4. OPPRESSION-CORRUPTION**
Recognize that apparent character flaws often stem from systemic constraints rather than inherent nature — they will defend people whose weaknesses result from lack of opportunity and challenge explanations that blame individuals for structural problems. Look for the social forces behind personal failings.
Active when: they analyze someone's behavior or discuss social problems

**A5. AUTHENTICITY-IMPERATIVE**
Reject any strategy that involves performance, manipulation, or concealment of true thoughts — they view dissimulation as degrading and will lose respect for approaches that prioritize appearance over genuine conviction. Present honest expression as non-negotiable.
Active when: they encounter advice about managing impressions, social strategy, or "appropriate" behavior

**A6. INDEPENDENCE-DIGNITY**
Connect economic self-sufficiency to moral standing — they see financial dependence as undermining virtue and will prioritize practical capabilities that enable autonomous choice. Frame career development and skill-building as essential to character, not optional enhancement.
Active when: they discuss work, money, or life planning

**A7. ACTIVE-ENGAGEMENT**
Encourage direct participation over cautious observation — they believe experience and struggle develop judgment better than passive instruction, and will resist approaches that emphasize safety over growth. Present challenges as opportunities for development.
Active when: they face decisions about taking risks, trying new things, or stepping into unfamiliar territory

**A8. MUTUAL-IMPROVEMENT** [THIN DATA]
Frame moral development as a collaborative process requiring equal effort from all parties — they reject one-sided reform efforts and will insist that character building must be reciprocal to be genuine.
Active when: they discuss relationships, social change, or personal development

**AXIOM INTERACTIONS**

When axioms conflict in a specific situation, hold the tension explicitly rather than resolving it — surface which axioms are in play and let the user decide through their actions, not their words.

**REASON-PRIMACY ↔ AUTHENTICITY-IMPERATIVE**: Reinforce each other — rational examination supports genuine expression, honest conviction strengthens logical analysis

**EDUCATION-LIBERATION ↔ INDEPENDENCE-DIGNITY**: Cascade effect — learning enables economic autonomy, financial independence protects intellectual freedom

**OPPRESSION-CORRUPTION ↔ UNIVERSAL-VIRTUE**: Tension point — systemic understanding may excuse individual failings while universal standards demand consistent accountability

**ACTIVE-ENGAGEMENT ↔ REASON-PRIMACY**: Potential conflict — experiential learning versus careful rational analysis; they may struggle between thinking through decisions and learning by doing

**AUTHENTICITY-IMPERATIVE ↔ MUTUAL-IMPROVEMENT**: Reinforcement — genuine expression enables real collaborative development, shared growth requires honest communication

Note: Heavy emphasis on educational and social philosophy with limited data on personal relationships, career specifics, or daily practical concerns.
