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Murray, T. (2010). On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness. Presented at the 2nd Biannual Integral Theory Conference, John F. Kennedy ...

Murray, T. (2010). On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness. Presented at the 2nd Biannual Integral Theory Conference, John F. Kennedy University. Pleasant Hill, CA, July, 2010.

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  • Not about AQAL….or this is the foundation of AQAL; underlies; Makes philosphers of us all…Metaphysics is about what is real or what exists.
  • These are some of the general questions in my mind that lead to the paperI’d like to engage you in some of them so we can think about this together…More about questions than answers or models; I will talk about questions vs models under themes of positive epistemic capability vs negative capability
  • Beliefs define a communityWhat do we have to offer the wider world? Models? Skils/capacities? Methods; wayts; princilples?(offer the second tier world?)
  • How we FRAME devel narratives…- realtionship TO beliefs (values)- PM is a perspective on belief and knowledge itself…
  • We distinguish oursleves form prior memes…How important are some of these beliefs to you or others?How do we articulate what’s unsettling (or unjustified) about some beliefs? LATER: talk about mythical, magical and metaphysical thinkiing…its ROLE
  • And why does it matter??
  • Looking at epstemology; ways of thinking, capacities; not values/needs.
  • Many ways we talk about it; all the models wilber mentions- stage based models…STRAW man spectrum!- not critique of existing narratives/projects; an exploration into where next
  • Ref Kurt Fischer Skill Theory…
  • Ref Stein on is/ought conflation; naturalistic fallacy; myth of the xxx
  • puts humans at the forefront of the evolution of consciousness - deeply experience ..access to the motivation (ecstatic impulse) to break free of our egoic and narcissistic tendencies and align with a moral and spiritual sense of purpose and service - more than a surface belief system for its adherents—it is a lived experience that deeply implicates self identity
  • puts humans at the forefront of the evolution of consciousness - deeply experience ..access to the motivation (ecstatic impulse) to break free of our egoic and narcissistic tendencies and align with a moral and spiritual sense of purpose and service - more than a surface belief system for its adherents—it is a lived experience that deeply implicates self identity
  • not meant to be fair representations of the core content of the articles they are taken from, but are selected to illustrate a common theme - A story/narrative (vs. a theory/model)
  • alludes to skills and capacities, but does not describe them sufficiently to allow them to be evaluated or directly supported - a model set of principles; a philosophy
  • This is about the BOOK only- describes each meme in terms of response to life conditions (p. 56), concerns and priorities (p. 65), decision making style, education modes, family dynamics, community interactions, and life space structures (p. 332). - imply skill sets. -- missing a sufficient description of exactly what these ways of thinking are, as opposed to what they are like.- Asssesment: most/leat like me; about values and beliefs, not thinking skils
  • can’t blame others for not having these skills or focus; point is to bring more of this in to what we do…- and there are informal non-research ways to orient to skills and capacities over belief systems- in workshops by Cohen, Beck, McIntosh skill building IS happening; but not explicitly…
  • - I’m particularly interested in second tier skills (not only sequence of development but the FOCAL GOAL)-“look and feel” is it about skillful means or what is believed?- communication (including dialog, deliberation, and written communication), problem solving (including planning and design), decision-making, collaboration (including group dynamics), leadership (and parenting), and learning (including adaptation and self-improvement)
  • So far, just argued for the different narratives; next argue for problems with beliefs and need for more skills-based; moving along that spectrum- If I had to choose between a Turquise belief system and skills set… “Mean Green Meme” is actually a cultural identity grouping that does not reflect green skill development Think of intelligent/evolved integral non-believers; are hey second tier?
  • Wiping up the crowd; extreem states; - partial, always wrong-
  • Its both- at second tier
  • what do you think of as 'higher self' 'true/authentic self':is it 'higher and overseeing" rest of self; UNDERpinning/fundamental?; Encircling/embracing?
  • reality is not out there waiting to be seen; not simply as it appears
  • From Cooke; fact/value convolution
  • Zone == how x what?Who, how, what enact each other (conascent)- Seean EH:Object’s [altitude & quadrivium] XSubject’s [>= devel level & quadrant]
  • - In people & in philosophers…
  • We do these things with a vengeance! We are wired to do this..help us accurately understand the world but can create biases and errors- we also have the opposite drives… (just like we have aggression and nurturance drives in us)See it in yourself. See it in great philosophers….Embodied mind -- Lakoff & Johnson, 1999; Clark 1996; Varela et al. 1993- abstract concepts (e.g. democracy, African-American, god, ego, compassion, spirit, evolution, formal operational thinking, left hand quadrant, green meme, or Eros)
  • OK for Wilber! That certainty and precision creates a force; but WE don’t have to copy it…How can we bring both of these into play?- everybody is partially RIGHT; vs Everybody is (partly) wrong
  • Reflective abstraction; subject/object; hierarchical complexity;
  • --need seqqay to post-metaphisics

On the development of beliefs vs. capacities: A post-metaphysical view of second tier skillfulness. Presentation Transcript

  • 1. On the development of beliefs vs. capacities: A post-metaphysical view of Second tier skillfulness
    Tom Murray
    Integral Theory Conference
    August 2010, JFK University
    1
  • 2. Integral as EpistemicsMethodolgcl. Pluralism | Perspectives | Post-metaphysics
    Integral theory (esp. “Wilber-5”) is fundamentally about Epistemology and Method
    How do we know? What can we know is true/real?
    How do we discover and justify what we think is true or good?
    Epistemics: knowledge, belief, method, certainty, theories, concepts…
    Includes emotional, social, ethical: uncertainty, unknowing, assumptions & worldviews, communication, decision making…
    Tom Murray | www.perspegrity.com | August 2010
    2
  • 3. An inquiry into belief-holding
    Exploring what an integral or second tier approach to belief and knowledge could mean
    …what integralists believe (and don’t believe)
    What do we think it is important for others to believe/know/do based on integral theories?
    Our relationship to what we believe:
    How certain can we be?
    How do we explain, promote, critique, justify?
    How do we respond to other belief systems?
    Epistemological and ethical implications…?
    Tom Murray | www.perspegrity.com | August 2010
    3
  • 4. Portability of integral ideas
    4
    THEM
    Beliefs, values??
    US (integralists)
    beliefs, knowledge, values…
    Skills??
  • 5. Overview
    Development described in terms ofbeliefs and world views vs. skills and capacitates
    Post-metaphysicsas part of second-tier enacting & skill
    Positive & Negative Capability(and ethical implications)
    …Audience deliberation…
    Tom Murray | www.perspegrity.com | August 2010
    5
  • 6. In groups of 3 or 4 (10 min.)
    Reflect on an idea or “truth” from integral theory/practice or evolutionary spirituality that you have tried to explain to friends/colleagues (with limited success!).
    How do you know/explain it is true or valid?
    How certain were/are you?
    Why did you want them to understand it?
    6
  • 7. Some New Age vs. Integral Beliefs
    Tom Murray | www.perspegrity.com | August 2010
    7
    mythical, magical or metaphysical thinking??
  • 8. Integral/Evolutionary Beliefs and Concepts
    How do we know/prove what is true/”real”? How sure can we be?
    • Eros & Agape influence (or cause) evolution
    • 9. The universe is evolving – through us
    • 10. All objects/events/perspectives fit in 4 quadrants
    • 11. The True, the Good, the Beautiful..
    • 12. Gross, Subtle, Causal, Non-dual states
    • 13. Subtle energies and chakras. Synchronicities
    • 14. Over-soul; Spirit; Authentic Self; Omega Point
    • 15. Collective consciousness? Intuition? Flow? Morphogenetic field? Ground of Being? Involution?
    • 16. Higher meditative states/truths (oneness, wholeness, light, love, emptiness…)
    Tom Murray | www.perspegrity.com | May 2010
    8
  • 17. Belief and certainty/commitment
    We take integral ideas seriously — believe they are useful to us and to others
    What exists (metaphysics) vs. what is true
    Habermas: to believe an idea is to be prepared to justify it
    But belief has a spectrum of certainty/commitment
    What is most important to commit to? Vs. be laissez-faire or hypothetical about? (why?)
    Tom Murray | www.perspegrity.com | August 2010
    9
  • 18. Interdependent modes of justification/critique— which did you use/observe? —
    First hand experience
    Deep intuition (or gut feeling)
    Reasonable assumptions/bases/premises
    Logical inference (supporting truth)
    It is ethically right
    It is pragmatically useful (it works)
    Consistent with other knowledge
    Support of experts/authorities
    Trusted sources (journal, NPR, etc.)
    Someone I know and trust believes it
    Most people (peers in my group) believe it
    I used a trusted method
    Tom Murray | www.perspegrity.com | May 2010
    10
  • 19. Second tier transcends & includesmagical, mythical, conventional, modern modes of justification
    Q is when and how to we use these modes?
    Tom Murray | www.perspegrity.com | August 2010
    11
  • 20. Magical thinking
    All is one; there are no boundaries; we are all connected
    Nonliving things have an animate life force; intentions, can hurt & bless
    Powerful beings (gods, spirits…) can punish or reward; we are vulnerable
    I have the psychic power to effect the world; bless or curse; pray, manifest; (omnipotency)
    I hear inner messages; I use special objects and rituals to access divinations
    Impulses and emotions and power dynamics determine my actions (not abstract ideas or plans)
    Wishful thinking (the unwanted is unreal)
    Tom Murray | www.perspegrity.com | May 2010
    12
  • 21. Magical/mythical thinking
    How do we know: What to believe or do?
    -- same criteria for the true and the good: --
    Authority figures and charismatics
    Magical or sacred books and objects
    Social norms, habit, they way it has been
    Peer pressure; what everyone else does
    My own experience
    Tom Murray | www.perspegrity.com | May 2010
    13
  • 22. Magical/mythical thinking (2)
    Little differentiation between:
    Inner vs. outer (ideas & imaginings vs. reality)
    The true and the good/right
    Thoughts and feelings
    Self and group
    Past, present, future
    Tom Murray | www.perspegrity.com | May 2010
    14
  • 23. Then comes Blue/Amber, Orange…
    • Blue meme: ideals, rules, principles, predictable patterns
    • 24. Orange meme: systematic, possibilities/probabilities, logic; rigor, efficiency & perfection drives
    • 25. Differentiating/discriminating:
    • 26. Feelings vs. thoughts
    • 27. Interiors vs. exteriors (self reflection)
    • 28. True / Good / Beautiful (scientific method) (what is vs. what should be)
    • 29. Self vs. group/culture
    • 30. Belief vs. truth
    Tom Murray | www.perspegrity.com | May 2010
    15
  • 31. Integral/Second Tier thinking?
    …more exploration later…
    Tom Murray | www.perspegrity.com | August 2010
    16
  • 32. Theories/narratives of human development
    As shared and promoted within the integral community…
    17
  • 33. A heuristic spectrumof developmental narratives
    Tom Murray | www.perspegrity.com | August 2010
    18
    WHAT one believes
    HOW one believes/thinks
    What on does/can DO
    Skills &Capacities
    Beliefs &World Views
    (Virtues, Habits)
    (Values, Identity,)
  • 34. “Skill” =
    Higher order skills, capacities, capabilities, "skillful means"
    Cognitive, social/ethical/emotional skills
    E.g. systemic thinking, ego awareness, construct awareness, leadership, communication, empathy
    The beliefs in focus are meaning-generative:cultural, metaphysical, spiritual, philosophical… (not concrete facts)
    Tom Murray | www.perspegrity.com | August 2010
    19
  • 35. Tentative Assumptions
    Value of stage-based theories of development for (is and ought):
    Descriptive models of human development
    Prescriptive:
    “Health of the spiral”; “Greatest depth for greatest span”
    More “second tier” capacity in general
    Tom Murray | www.perspegrity.com | August 2010
    20
  • 36. E.G. belief & world-view basedNarratives of human development
    Cohen & Hamilton’s Evolutionary Enlightenment
    Kosmos Journal
    McIntosh’s Integral Consciousness
    Beck & Cohen’s Spiral Dynamics
    Tom Murray | www.perspegrity.com | August 2010
    21
  • 37. Belief & World-view basedNarratives of human develpment
    Cohen & Hamilton’s Evolutionary Enlightenment:
    An "evolutionary context" in which "who and what God is can no longer be taken as fixed—that from a developmental perspective, God is also evolving, just as we are"
    Tom Murray | www.perspegrity.com | August 2010
    22
  • 38. Kosmos Journal(Nancy Roof, Ed.)
    Tom Murray | www.perspegrity.com | August 2010
    23
  • 39. McIntosh’s Integral Consciousness
    Promotes an "integral worldview" and
    “Integral consciousness [that is] a new perspective on the world that expands our perception of reality and provides fresh motivation…arises from and enlarged set of values framed by an expanded understanding of cultural evolution"
    "[if] you read and consider the ideas in this book, they will literally raise your consciousness"
    Tom Murray | www.perspegrity.com | August 2010
    24
  • 40. Beck & Cohen’s Spiral Dynamics (text)
    A sequence of core intelligences or memes, that each "reflects a worldview, a valuing system…a belief structure, an organizing principle, a way of thinking or mode of adjustment"
    But: talks about and around skills without getting sufficiently specific about exactly what they are, and focus more on human drives, needs, motivation, and values
    Skills implied but not fleshed out in a teachable or measurable way
    Tom Murray | www.perspegrity.com | August 2010
    25
  • 41. Skill & Capacity approaches to development
    Action Logics (Cook-Greuter & Torbert)
    Kegan’s Subject/Object Theory
    Skill Theory & Hierarchical Complexity Theory (Fischer, Commons, Dawson, Stein)
    Many “developmentalists” past and present
    (Wilber – covers both ‘sides of the fence’)
    Psychologists/sociologists focusing on describing, understanding, measuring, supporting human capacity
    Tom Murray | www.perspegrity.com | August 2010
    26
  • 42. Second Tier Skills/Capacities(integral, post-formal, post-post-modern)
    • What does it look and feel like to be in a second tier collaboration, inquiry, deliberation, or organization?
    • 43. Thinking skills & social/emotional skills:
    • 44. Communication & Collaboration
    • 45. Leadership & Conflict resolution & Parenting
    • 46. Knowledge building & Systems design
    • 47. Self-awareness & self-directed learning
    • 48. Epistemology—one’s relationship to belief
    • 49. Wisdom skills — relates belief to action
    Tom Murray | www.perspegrity.com | August 2010
    27
  • 50. Wisdom Skills
    Egoawareness (self/ego/will and being/spirit/essence; "I" dimension)
    Relationalawareness (emotional/social/ethical/interpersonal intelligence; "We" dimension)
    Constructawareness(cognitive; "It" dimension)
    Systemsawareness ("Its" dimension; also a cognitive capacity, but reflecting on dynamic systems and networks of relationships as opposed to mental constructs)
    Tom Murray | www.perspegrity.com | August 2010
    28
  • 51. Memes as Beliefs vs. Skills
    Critical mass to establish a meme
    Then people from any level can be attracted to it
    “Mean Green Meme” is actually a cultural identity grouping that does not reflect green skill development
    Tom Murray | www.perspegrity.com | May 2010
    29
  • 52. Some Problems with Development as a Worldview or Belief System
    Beliefs: perspectival, culturally bound, fallible
    Attached to identity and support in/out group
    Beliefs can “clash” in struggles of power and identity; skills are “cognitive tools”
    Beliefs-systems can be ideologies/dogmas (manipulation/misconception/misuse)
    Charismatic propaganda, peer pressure (inculcation/adoption vs. teaching/learning)
    Tom Murray | www.perspegrity.com | August 2010
    30
  • 53. Supporting Belief vs. Skill
    Design of skill/capacity support is more difficult
    Persuasion/argumentation are ancient arts
    Articulating & supporting skills is new
    Requires special knowledge; more precision
    Skill acquisition:
    Instruct, model, practice (practice!), feedback
    Support and challenge
    Tom Murray | www.perspegrity.com | August 2010
    31
  • 54. The value of belief systems
    Motivation, intention, vision!
    …when and why to USE skills/capacities
    Power of story, myth, narrative
    Shared world-view 
    Synergetic action, solidarity, meaning-generation
    Stable base for new levels of cultural evolution
    Need shared beliefs (community) to create skills?
    “Beliefs” can be stable useable knowledge of “how things work”
    Tom Murray | www.perspegrity.com | August 2010
    32
  • 55. A post-metaphysical approach to belief – holding?
    Tom Murray | www.perspegrity.com | August 2010
    33
  • 56. Integral & post-metaphysical injunctions
    Don’t confuse map with territory
    Avoid the Myth of the Given
    Take a post-metaphysical perspective
    Good goals – but can we enact them??
    Tom Murray | www.perspegrity.com | August 2010
    34
  • 57. Post-metaphysics
    How we hold or beliefs
    Level/type of certainty & importance (emotional)
    How we explain or promote beliefs (cognitive)
    Who should believe them and to what ends? (ethical)
    Involves second tier skills/knowledge of “how the mind/ideas work”
    concepts, models, communication, ego…
    Tom Murray | www.perspegrity.com | August 2010
    35
  • 58. …some useful distinctions…
    Tom Murray | www.perspegrity.com | August 2010
    36
  • 59. Further deconstructing my argument
    Tom Murray | www.perspegrity.com | August 2010
    37
    Skills &Capacities
    Beliefs &World Views
    Models & Theories
    (Values, Identity, Virtues, Habits)
    Facts &Knowledge
  • 60. Belief/knowledge structuresa useful framework
    Non/pre-Linguistic:
    Experience (phenomena; what happens)
    Linguistic / symbolic
    Concepts (categories; what exists; is real)
    (concrete … > … abstract)
    Statements (propositions; what is true/right)
    Model/Theory (system of related beliefs)
    [World-view]
    Tom Murray | www.perspegrity.com | August 2010
    38
  • 61. Belief/knowledge structures (2)
    Linguistic / symbolic
    Concepts
    Examples
    Taste of chocolate; gut certainty;
    meditative state; being a parent;
    a baseball game; (intuitions…)
    Tree, democracy, interior, consciousness…
    Trees are…; We should…; the cognitive line leads…
    AQAL, SD, Einstein’s, ….
    Tom Murray | www.perspegrity.com | August 2010
    39
    Non/pre-Linguistic:
    Experience
    Statements
    Model/Theory
  • 62. Concept Indeterminacy(Lakoff)
    Abstract Concepts:
    Graded (fuzzy)
    Metaphorical (limited by embodiment)
    Have “metaphorical pluralism”
    Generate polarities, paradoxes
    A fragile house of cards used to build up (abstract) statements
    Tom Murray | www.perspegrity.com | August 2010
    40
  • 63. Interdependent modes of statement justification/critique— (revisited) —
    First hand experience
    Deep intuition (or gut feeling)
    Reasonable assumptions/bases/premises
    Logical inference (supporting truth)
    It is ethically right
    It is pragmatically useful (it works)
    Consistent with other knowledge
    Support of experts/authorities
    Trusted sources (journal, NPR, etc.)
    Someone I know and trust believes it
    Most people (peers in my group) believe it
    Tom Murray | www.perspegrity.com | May 2010
    41
  • 64. Model/Theory indeterminacy/fallibility
    Kuhn…
    Lakatos…
    Latour…
    Meta-theorists…
    (Rob Smith: “integral is the mother of all escapes”)
    Tom Murray | www.perspegrity.com | August 2010
    42
  • 65. Group reflections onthings said to Exist (concepts)
    OBJECTS / Concepts
    QUESTIONS
    • Eros
    • 66. Involution
    • 67. UR, LL, …quadrants
    • 68. The green (any) meme
    • 69. Non-duality or ND states
    • 70. Spirit/soul/reincarnation
    • 71. (Collective) consciousness
    • 72. Holon
    Does it exist?
    In what way?
    How sure are you? (sure enough to commit to…)
    How would I explain/argue for (against) it?
    Who should believe me?
    Tom Murray | www.perspegrity.com | August 2010
    43
  • 73. Perspectives on “Post-metaphysics”
    When something exists metaphysically, it claims freedom from rational justification and dialog.
    (it is beyond both physical and neural/psycho/social laws)
    Tom Murray | www.perspegrity.com | August 2010
    44
  • 74. Post-metaphysics (1)
    • Is not anti-metaphysics (there are non-physical ‘things’)
    • 75. No view from nowhere (privileged perspective), beyond myth of the given; map is not territory;
    • 76. Perspectival: all truths/experiences come from a perspective and are partial
    There are no fixed eternal forms, structures, or archetypes, because everything is evolving
    Phenomena are enacted/co-constructed (makes no sense to say things exists(ed) unless (until) perceived)
    (there is no ideal, transcendental, essential, or primordial in the metaphysical sense)
    Tom Murray | www.perspegrity.com | May 2010
    45
  • 77. Post-metaphysics (2)Habermas
    Procedural/formal/method conceptions of rationality (“a rational person thinks this” to "…thinks like this")
    Replaced foundationalism with fallibilism with regard to valid knowledge
    Contextualized or situated reason in actual practices, historical contexts, & world views
    Sees knowledge and truth as strongly related to ethics (affected by notions of rightness, sincerity, and authenticity) [and emotion]
    Tom Murray | www.perspegrity.com | August 2010
    46
  • 78. Post-metaphysics (3)Integral PM
    Kosmic address: altitude + perspective (of S,O)
    Who x How x What
    Who: adequatio (developmental level(s) of perceiver)
    How: method / tool; relationship of S,O; zone
    What: quadrant (I,we,it,its)
    Tom Murray | www.perspegrity.com | August 2010
    47
    the dog, Santa Claus, √-1, Emptiness, ecosystem,…
    - where/how do the referents to these signifiers exists?
    - “ecosystems exist only in a worldspace of turquoise or higher”
  • 79. Post-metaphysical Validation(Wilber’s “three strands” of knowledge, plus)
    • 1. Injunction — If you want to know this, do this.
    • 80. 2. Experience —Beyond concepts/words.
    • 81. 2.5 Conceptualize, Infer, & Communicate —A “truth” from the experience & everything else you know.
    • 82. 3. Dialog (with a community of the adequate) — What do others who followed the injunction think?
    Tom Murray | www.perspegrity.com | May 2010
    48
    — and Indeterminacy Analysis —
    • What are my/our biases, assumptions, capacities?
    • 83. Describe alternatives; limitations; fallibilities…
    • 84. What is the knowledge for and what level of certainty is needed/called for?
    • 85. Other perspectives to invite? New Qs? — Iterate!
  • Positive (epistemic) capability vs.Negative (epistemic) capability
    Negative not as in destructive/deconstructive, but as awareness of limitation and fallibility
    Tom Murray | www.perspegrity.com | August 2010
    49
  • 86. Post-metaphysics (4)as an ‘epistemic turn’
    • What we now know (bio-psycho-social) about ideas, knowledge, language :
    • 87. Knowledge is socially constructed
    • 88. All abstract concepts are “graded” (fuzzy) and metaphorical
    • 89. Rationality is “bounded” & embodied
    • 90. Concepts and language are indeterminate
    • 91. …
    Tom Murray | www.perspegrity.com | August 2010
    50
  • 92. Misplaced Concreteness(Whitehead)
    • Abstractions (ideas) treated like concrete/physical realities
    • 93. Fixed, external (objective)
    • 94. Solid conceptual boundaries
    Psychology:
    MP is not just an avoidable error: its hard-wired in embodied cognition
    Subject / “Object” development
    Tom Murray | www.perspegrity.com | August 2010
    51
  • 95. Misplaced Concretenessthrough developmental levels
    Magical thinking
    imagination/dreams seem “real” and concrete
    Mythical (and conventional) thinking
    We believe the “stories” we hear/tell ourselves
    Myth of the given
    Rational thinking
    Abstractions treated as realities
    Map/territory confusion
    Tom Murray | www.perspegrity.com | August 2010
    52
    • Freedom
    • 96. The economy
    • 97. Green meme
    • 98. Eros
    • 99. UR quadrant
  • “Epistemic Drives”(in beliefs, ideas, knowledge)
    Concreteness/reification (of abstractions)
    Seeing connections, patterns
    (over-) Generalize & abstract
    Attribute sharp boundaries to concepts (ignore the grey areas)
    Foundationalism, essentialism, universality
    Unity/oneness, totality/wholeness, integration
    …proto-fascism, grandiosity, hegemony, elitism…?
    Tom Murray | www.perspegrity.com | August 2010
    53
  • 100. Belief and Emotion(embodiment, ethics, enaction)
    Certainty / importance / emotional intensity
    Fear, risk, urgency, ecstasy… (states)
    Risk of misplaced concreteness
    Magnification of epistemic (and other) drives
    Regression to
    black & white (us/them; either/or)
    Reliance on authority, peers & norms
    Tom Murray | www.perspegrity.com | August 2010
    54
  • 101. Positivism/certainty vs. fallibilism/indeterminacy
    Positivist attitude: clarity, certainty, action
    knowledge/meaning-generative; problem solving, theorizing
    Negative capability: awe, humility, curiosity
    Limits of language & knowledge & method
    Tolerance for ambiguity, uncertainty, unknowing
    Dealing with the above
    Tom Murray | www.perspegrity.com | August 2010
    55
    Espoused fallibility vs.
    Stylistic (or illocutionary/enacted) fallibility
  • 102. Palliatives:from “ontological humility” to “epistemic wisdom”
    How do we hold beliefs post-metaphysically (with second tier epistemics)?
    “I believe in reincarnation”
    “Non-dual states are beyond mind, matter, time, space”
    “the universe is constructed of holons” (or consists of perspectives)
    Tom Murray | www.perspegrity.com | August 2010
    56
  • 103. Experience (phenomena)
    Continuously ground abstractions in phenomena (experience) and shared intuitions
    Face it: reality and phenomena are:(infinitely?) messy, complex, codependent, deeply detailed…
    ideas like to be pristine, singular….
    Indeterminacy => vulnerability => ethical implications
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  • 104. Concepts:Epistemic language games
    Positivist epistemics:
    It IS… (foundational, essential, ultimate)
    It always is/was (eternal, given, primordial,..)
    Negative (epistemic) capability
    It is as if ; (what if; suspension..)
    “Chances are”…“as far as we can tell,”
    To the extent that… (in this context)
    In this sense/way… (from this perspective)
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  • 105. Statements:A 4th Validity Type
    True
    Good/Right/Just
    Beautiful (sincerity/authenticity)
    &
    Meaning-generative
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  • 106. Models
    “Indeterminacy analysis” – deliver models with a “wrapper” showing assumptions and limitations of concepts (what falls in the grey area)
    Not just “Caution: this map is not the territory”
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  • 107. Certainty & Commitment in Belief & Action
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  • 108. In sum
    Understand the mind and limits of thought/language (Epistemic-turn)
    • Re-integrating all developmental levels, including magical & mythical thinking
    • 109. Ontological humility => epistemic wisdom
    Compensate for fallibility
    Expect and forgive fallibility
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  • 110. End
    Tom Murray – tommurray.us@gmail.com
  • 111. Extra slides
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  • 112. Second Tier - going “meta”(from ITC-2008)
    Meta-cognition (thinking about thinking)
    Meta-knowledge (knowledge about the nature and limitations of knowledge); META-BELIEF!
    Meta-learning (learning how to learn, also called triple-loop learning)
    Meta-dialog (dialog about how we engage in dialog)
    Meta-decision making (making decisions about how we will go about making decisions)
    Meta-affect (investigating the feeling of our feelings; somatic awareness of feeling states)
    Meta-leadership (supporting leadership in others)
    Tom Murray | www.perspegrity.com | August 2010
  • 113. Calls for higher level thought
    David Bohm: "underneath [humanity's dilemmas] there's something we don't understand about how thought works" and that what is needed is a "very deep [and] very subtle" awareness of thought itself.
    Albert Einstein: "the significant problems we face cannot be solved at the same level of thinking we were at when we created them.”
    Cultural development as skill of understanding mind, thought, language, knowledge, belief…=> the “post-metaphysical turn”
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  • 114. Some Polarities in Epistemic Drives
    Abstract (ideas) vs. concrete (tangible, sensory, real)
    General (generalization) vs. specific (specialization)
    Integration vs. differentiation
    Universal vs. relative (or contextual)
    Fundamental (essential, central, root) vs. consequential (peripheral or subordinate)
    Permanent (unchanging, fixed, predictable) vs. changing (transient, unpredictable, chaotic)
    Simple vs. complex
    Oneness/singularity/unity vs. multiplicity (the many)
    Whole (holism; integration) vs. part (differentiation)
    Completeness (comprehensiveness; totality; systemic) vs. partiality (details, deconstruction)
    Similarity vs. difference (diversity)
    Transcendence vs. immanence
    Perfection and purity vs. imperfection
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