We admit that we are discussing a particular viewpoint that helps to make the distinction between form and content. This viewpoint, for the time being, can be conveyed only by means of examples. Only much later may it be possible to grasp it by methods that are fully conceptualized and are sure guides to research.

XREF: Echoes the 'form vs. content' distinction familiar from aesthetics and literary theory; also parallels Wittgenstein's insistence that certain concepts can only be shown through examples, not stated.

QUESTION: When does a viewpoint shift from example-driven teaching to fully conceptualized method? This is a nice tension about the maturity of concepts.

Georg Simmel, on individuality and social…, loc. 206