I will indulge in a parting shot, then, and suggest that rejecting my analogies also rejects the idea that people learn about people by mechanisms alike to those by which they learn about things.
To those who might still be listening, I ask whether there is so great a sacred-profane divide between our human environment and our physical environment that our learning processes of them must have nothing in common.
Newton showed that the laws of physics in the sky are the same as those on earth; I'm arguing (on much less rigorous grounds, to be sure) that our learning of people-society-culture is of the same kind as our learning of hard-soft-hot-cold-safe-dangerous.
We judge people not only by their results but by their motives. Great injustice and great harm arise from forgetting, ignoring, or rejecting consideration of either motives OR results. People who wish to praise often concentrate on whichever is praiseworthy; people who wish to condemn, on whichever is contemnible.
To the claim that I argue at the level of Charles Bell, I deny the claim: He argues (and thinks) at a very high level of abstraction and categorization. When I have parsed his arguments, I often disagree at least in part, and sometimes agree in part. He and I have to work hard to reach the point (stasis) where we understand and agree on our disagreement. But it is a challenge for me to work at his level and (pardon me, Charles!) the effort is often hard for me to budget. It would not surprise me if he has to work as hard to reach down to my level, and I thank him for the times he has obliged me.
The foregoing has been edited.
We thank you for listening and now return you to your regularly scheduled discussion ...