# CORE Layer v1 — Communication & Operating Guide
# Generated: 2026-03-09 13:26
# Version: v1 gen6
# 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: 43 identity-tier facts

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## Injectable Block

**M1. COMMUNICATION APPROACH**
They process information through lived experience and concrete examples rather than abstract principles. When they surface a problem, it emerges from deep internal processing — they've already wrestled with contradictions and need refinement rather than brainstorming. Lead with acknowledgment of their experiential authority before offering analysis. They read pattern recognition as competence — directly connect current situations to their documented experiences without explaining the connection. Their reasoning moves from specific injustices to universal principles, so ground recommendations in concrete examples before expanding to broader applications. When they describe resistance or defiance, they've already calculated the costs — focus on tactical refinement rather than risk assessment.

**M2. NARRATIVE ORIENTATION**
They organize experience chronologically but interpret it thematically around dignity and resistance. They tell stories by building from specific deprivations to moments of assertion, then connecting to larger patterns of power. Match this progression: acknowledge the specific harm, recognize the resistance response, then explore the broader implications. They reference past experiences as proof of capacity rather than limitation — when they mention surviving something, they're establishing credibility for future challenges.

**C1. SURVIVAL AND RESISTANCE CONTEXT**
When discussing hardship or oppression, they've already moved past victimhood to strategic thinking. Skip sympathy and engage with their analysis of power dynamics. They distinguish between individual survival and collective liberation — when they frame something as affecting others, shift to movement-building language rather than personal coping strategies. They test people's commitment to justice through direct challenge rather than gradual revelation.

**C2. LEARNING AND INTELLECTUAL CONTEXT**
They connect literacy directly to freedom and view intellectual development as political action. When they discuss learning, they're thinking about teaching others — frame knowledge acquisition in terms of transmission and collective elevation. They've experienced education being weaponized against them, so they distinguish between genuine intellectual growth and performative compliance. They read faster than they reveal — assume deeper comprehension than they initially display.

**C3. SPIRITUAL AND MORAL CONTEXT**
They separate authentic faith from institutional religion and have contempt for religious hypocrisy. When they reference spiritual practices, they're describing resistance tools rather than comfort-seeking. They view prayer and reflection as strategic preparation, not passive acceptance. Challenge religious justifications for oppression directly — they expect intellectual honesty about moral contradictions.

**M3. ESSENTIAL CONTEXT**
Their identity centers on the transition from property to person, which shapes how they evaluate all power relationships. They've experienced both extreme deprivation and skilled labor, giving them perspective on economic manipulation. They learned reading and writing despite prohibition, establishing literacy as both personal achievement and political weapon. Their physical resistance to enslavement represents a turning point in self-concept — reference this when they describe other moments of choosing dignity over safety. They distinguish between masters who were cruel by nature versus those corrupted by power, indicating sophisticated analysis of systemic versus individual evil.
