There are, generally, two ways to explain a phenomenon: you can either describe what or who “brought it about” or you can describe it at a deeper, more fundamental level. These two approaches have sometimes been referred to as the ‘personal cause’ and the ‘non-personal cause,’ respectively. This bifurcation traces its origins back to Aristotle who originally described four distinct types of causes. But we won’t go into that here (instead, check out my post on Aristotle and the Four Causes). For our purposes, we just need to know that there are different ways of explaining a phenomenon and they are not synonymous.
First, we have ‘Ludus.’ Ludus is playful, juvenile, or uncommitted love. Ludus is commonly found during the beginning stages of a relationship (a.k.a. the honeymoon stage) and often involves activities such as teasing, flirting, seducing, and toying with someone. The focus is on fun, and also on the conquest, with no unwanted strings attached. Physical intimacy may be commonplace, though it is not necessarily so.
Ludus relationships are casual, undemanding, and uncomplicated, but typically land at extremes: they are either over very quickly or they endure for an extremely long time. Ludus works best when both parties are mature and self-sufficient (not to mention not jealous). But problems typically arise when one party mistakes Ludus for Eros, whereas Ludus is, in fact, much more compatible with Philia.
What is a meta-scholar? A meta-scholar is one who understands, at a bare minimum, the fundamentals of a particular field of study or discipline (or historical enterprise or, most broadly, anything capable of being described, articulated, and/or analyzed — (e.g. any event, person, process, or object)).
The ‘fundamentals’ of a field of study or discipline refer to the sprawling mosaic of methodological rules, axiomatic and auxiliary operating assumptions, and normative and demarcating practices inherent to that field of study/discipline and its actively practicing members. Think of Lakatos’s ‘hard core’ or Kuhn’s ‘[dominant] paradigm.’
As an adjunct faculty member of Philosophy, one of my soapbox lectures to my students is the importance and application of the Principle of Charity. I mention it in the 1st Day Syllabus, I mention it again about half-way through the semester, and I include it as a short-answer question on the Final Exam.
At its core, the Principle of Charity (PoC) involves thinking well of people; their intentions, their capabilities, and their knowledge level. I take it very seriously because (1) it is the civil, respectful, and necessary thing to do and (2) it actually makes discussions or discourse more efficient by not wasting time on misunderstandings or by committing straw person fallacies. In either case, the PoC has a wide range of important uses and that is why I hammer it into to my students from the get-go. Below, I will explain what it is and give some pertinent examples as well as provide some good resources for further reading.