The third stage of development is not easily defined. The second draws the distinction from the mere capacity to perform at some level, into the capacity to perform with at least passing skill and competence. The fourth stage represents a level of excellence attained by only a few, which we might call being exceptional or transcendent. The middle ground between the second and fourth stages could be called proficiency or excellence. By standard normative definitions, this group represents the top five percent in level of attainment, whereas the second level represents the ninety percent above the bottom and below the top five percent.

This may be an acceptable definition for skills in relation to the material world, such as the ability to solve mathematical problems. However, that is not quite what this model is about. The values in the respective domains at this level of development are involvement, scientific method and initiative. Those are qualities of personal attainment, not qualities of technical skill. I am reluctant to employ standard normative analysis to a model for personal development and spirituality, which are not competitive endeavors. We do not know what might be possible in a society in which children were routinely trained in a model based on universal worth and dignity, and the social norms supported the verbal lessons.  Theoretically, and for all we know, nearly everyone may be capable of becoming a spiritual master. The best definition I can give of the distinction represented by this level is that the individual has attained a high level of accomplishment but not the level of transcendence that is attained by only a few. Perhaps you readers can help me refine this definition.