Recent work has proposed a coherence-geometric framework for understanding psychological organization as a constrained dynamical system. Rather than treating integration, fragmentation, or development as normative ideals or content-dependent constructs, the framework models organization in terms of admissible configurations and trajectories within an abstract state space shaped by coherence, temporal persistence, and limited integrative capacity. The present paper examines the implications and scope of this approach. Building on earlier contributions in the trilogy, it analyses limit cases of integration, contextual modulation of coherence geometry by environmental and socio-cultural constraints, and comparative coherence regimes across individual and collective levels. The analysis clarifies how diverse forms of psychological and social organization can be structurally viable without presupposing a single developmental hierarchy. In addition, the paper revisits individuation, depth, and spirituality from a structurally neutral perspective. It suggests that experiences often described in existential or spiritual terms can be interpreted as expanded access to, and integration across, regions of psychological state space. Resonance and synchronicity are likewise reframed as coordination phenomena that can emerge naturally in coherence-managed systems, particularly near reorganization thresholds. The aim is not to resolve metaphysical questions, but to provide a unifying structural framework capable of organizing theory, supporting interdisciplinary dialogue, and motivating future empirical work.

Deliberate contextual vocabulary acquisition (CVA) is a reader’s ability to figure out a (not the) meaning for an unknown word from its “context”, without external sources of help such as dictionaries or people. The appropriate context for such CVA is the “belief-revised integration” of the reader’s prior knowledge with the reader’s “internalization” of the text. We discuss unwarranted assumptions behind some classic objections to CVA, and present and defend a computational theory of CVA that we have adapted to a new classroom curriculum designed to help students use CVA to improve their reading comprehension.